Mississippi Teacher Appraisal
Tab 5
Principal Developers
Judy Bassham
Russell French
George Malo
June 2003
Revised June 2007
Revised 2009
ii
TEACHER APPRAISAL
Table of Contents
MISSISSIPPI TEACHER APPRAISAL ...........................................................................................1
DATA SOURCES ...............................................................................................................................2
TEACHER PERFORMANCE STANDARDS.................................................................................3
STRUCTURED INTERVIEW .........................................................................................................8
Interview Scoring Form.............................................................................................11
Interview Scripting Form...........................................................................................17
Scoring Interview Responses.....................................................................................18
Key Concepts.............................................................................................................21
CLASSROOM OBSERVATION ...................................................................................................27
Pre-Observation Conference Record….…………….................................................32
Classroom Observation Record…..............................................................................33
Observation Analysis and Scoring Form….………...................................................34
Observation Scripting Form………………..………...................................................36
Definitions and Explanation of Teaching Practices....................................................37
DOCUMENT/ARTIFACT REVIEW ............................................................................................49
Document/Artifact Entry Form….……….................................................................51
Guidelines for Document/Artifact Entries….……….................................................52
Document/Artifact Scoring Rubrics….………..........................................................55
MISSISSIPPI TEACHER APPRAISAL REPORT ......................................................................59
Teacher Appraisal Report (cover sheet)….………...................................................65
Part A: Scores and Rationales.…………...................................................................66
Part B: Strengths, Weaknesses, Comments and Signatures.......................................70
Performance Level….…………………......................................................................71
Teacher Performance Standards Checklist.................................................................72
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iv
MISSISSIPPI TEACHER APPRAISAL
Introduction
The Mississippi Teacher Appraisal has been developed to evaluate teacher performance based on
the Mississippi Teacher Performance Standards. These standards are defined by a series of
indicators which, in turn, are defined by a series of definition items. Together, these three levels
of appraisal criteria form the basis for measuring performance through the appraisal instruments.
The structure is presented in Figure 1 below.
Standard
Indicator
Indicator
Definition Item Definition Item
Definition Item
Definition Item
Figure 1: Structure of the Mississippi Teacher Performance Standards
All data collection instruments and procedures are designed to collect information about these
definition items, indicators, and standards. There are three data collection procedures:
1. A structured interview
2. At least two classroom observations
3. The evaluator’s review of documents/artifacts prepared by the teacher
Not all of these instruments and procedures are used to gather data for every performance
indicator, usually only one or two. The information is then synthesized to create an indicator
score (a 1, 2, 3, or 4) using a four-point scale. Individual definition items are not always scored,
but information related to them is combined to create the indicator scores, and indicator scores
are then “rolled up” to create scores for the standards.
The remainder of this manual contains detailed information on the appraisal procedures,
processes, and instrumentation. First in the manual is a chart showing which data sources
(instruments/procedures) are used to collect data pertinent to the indicators, followed by a copy
of the teacher performance standards, indicators and definition items. Following that chart are
explanatory examples of each data collection instrument and procedures for using each one.
Finally, there is a detailed description of the scoring system and the resulting appraisal summary
report.
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MISSISSIPPI TEACHER APPRAISAL
DATA SOURCES
Standards and Indicators
OB = Classroom Observation
IN = Interview
DOC = Document/Artifact Review
A. Plans Instruction Consistent with State Standards to Facilitate High Levels of
Learning for All Students
OB
A1. Plans units of instruction that are aligned with state standards and curriculum
frameworks
A2. Plans instruction to address individual differences in learners
B. Delivers Instruction that Facilitates High Levels of Learning for All Students
X
X
OB
IN
DOC
IN
DOC
OB
IN
DOC
X
X
X
B2. Actively engages students in the learning process
X
B3. Uses principles of effective teaching
X
OB
C1. Maintains an environment and climate conducive to learning
X
C2. Maximizes time available for instruction
X
C3. Manages student behavior to provide productive learning opportunities for all
X
D. Demonstrates Knowledge and Skill in Assessing/Facilitating Student
Learning
D1. Plans and implements systematic assessments
D2. Considers state content standards and assessments when planning classroom
assessments
X
D3. Uses classroom assessment results
X
X
D4. Produces evidence of student academic growth under his/her instruction
E. Communicates Effectively With Students, Peers, and Parents/Guardians
DOC
X
B1. Demonstrates deep knowledge of content
C. Organizes and Manages the Learning Environment and Maintains Student
Behavior that is Conducive to Learning
IN
OB
IN
E1. Speaks clearly, correctly, and coherently
X
X
E2. Writes clearly, correctly, and coherently
X
DOC
X
X
E3. Establishes effective communication processes
F. Committed to Continual Professional Growth and School Improvement
OB
IN
DOC
F1. Engages in continuous professional development
X
F2. Takes an active role in school improvement
X
* THE INSTRUMENTS MARKED WITH X (I.E., OBSERVATION, INTERVIEW, AND DOCUMENT/ARTIFACT) CONTAIN INFORMATION FOR
ADDRESSING THE DESIGNATED INDICATORS.
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MISSISSIPPI TEACHER PERFORMANCE STANDARDS
Standard A. An effective teacher plans instruction consistent with state standards to
facilitate high levels of learning for all students.

Indicator A1. Plans units of instruction that are aligned with state standards and
curriculum framework
Definition Items





develops/selects long-range goals and measurable, short-term objectives consistent
with state standards and curriculum frameworks
selects content that leads to accomplishment of goals and objectives
selects instructional resources and activities that enables students to accomplish
objectives
maintains records of what has been taught and uses these data in further planning
Indicator A2. Plans instruction to address individual differences in learners
Definition Items





identifies individual differences among students within a class (achievement, ability,
interests, motivation, learning styles)
addresses differences by varying content
addresses differences by varying materials
addresses differences by varying questions
addresses varying learning styles of students
Standard B. An effective teacher delivers instruction that facilitates high levels of learning
for all students

Indicator B1. Demonstrates deep knowledge of content
Definition Items









presents accurate and up-to-date information
presents developmentally appropriate content
relates content to life experiences
presents content in logical pattern/sequence
relates content to other subject areas
uses relevant examples
identifies misconceptions/lack of understanding
presents lesson/content in alternative ways
responds knowledgeably/accurately to questions
3

Indicator B2. Actively engages students in the learning process
Definition Items













communicates with students at their levels of language and comprehension
encourages participation
ensures equitable participation
elicits responses
encourages student sharing
uses student ideas/responses
seeks elaboration
refers to other students
engages students in knowledge/hypotheses
varies roles in instructional process
develops/selects activities that require student engagement
stimulates and encourages higher-order thinking at appropriate developmental levels
Indicator B3. Uses Principles of Effective Teaching
Definition Items











makes sure that students know what they are doing and why they are doing it
relates lesson to objectives/emphasizes main idea
sequences lesson
establishes relationships
adjusts lesson, when appropriate
provides guided practice
provides independent practice
provides review/summarization
uses variety of resources/materials and technology
uses multiple representations and explanations
promotes higher-order thinking
Standard C. An effective teacher organizes and manages the learning environment and maintains
student behavior that is conducive to learning.

Indicator C1. Maintains an environment and climate conducive to learning
Definition Items





organizes available space, materials, and equipment to facilitate learning
creates and maintains a colorful, inviting classroom or other environment
accommodates variety of activities
displays acceptance, appreciation, and encouragement of all students
acknowledges and celebrates student successes
4









establishes time lines for completion of tasks/assignments
establishes standards for academic performance
holds students accountable/encourages quality
indicates confidence
uses verbal/nonverbal enthusiasm
uses positive verbal language/nonverbal cues
demonstrates respect
does not use ridicule/sarcasm/personal criticism
Indicator C2. Maximizes time available for instruction
Definition Items









begins promptly
manages time allotted to activities and adjusts time when necessary
minimizes loss of instructional time
establishes routines and transitions and manages them efficiently
discourages/redirects digressions
minimizes teacher digressions
minimizes student down time
handles interruptions
Indicator C3. Manages student behavior to provide productive learning opportunities for
all
Definition Items









establishes, emphasizes, and monitors rules/procedures
monitors the classroom and makes necessary adjustments to prevent undesirable behavior
addresses behavior problems when they occur
keeps students on task
anticipates and intervenes
uses verbal/nonverbal actions
uses reasonable sanctions
rewards appropriate behavior
treats students fairly and equitably
Standard D. An effective teacher demonstrates knowledge and skill in assessing and
facilitating student learning.

Indicator D1. Plans and implements systematic assessments
Definition Items


develops an assessment plan when planning an instructional unit
uses a variety of assessment methods, including appropriate pre- and postassessments and informal collection of data during instruction
5






aligns assessments with unit objectives, content, and instruction
analyzes results of assessments and uses these results when planning instruction
monitors student learning and activities
provides feedback
re-teaches when necessary
Indicator D2. Considers state content standards and assessments when planning classroom
assessments
Definition Items



aligns classroom assessments with state content standards and curriculum frameworks
aligns classroom assessments with content and format of state assessments in appropriate
ways
Indicator D3. Uses classroom assessment results
Definition Items



uses results to determine student progress and learning
uses results to improve curriculum and instruction
Indicator D4. Produces evidence of student academic growth under his/her instruction
Definition Items


provides assessment data and/or student work that show accomplishment of desired
objectives by most students as a result of instruction
provides assessment data and/or student work that show substantial learning gains by
most, if not all, students as a result of instruction
Standard E. An effective teacher communicates effectively with students, peers, and
parents/guardians.

Indicator E1. Speaks clearly, correctly, and coherently
Definition Items




uses standard speech
pronounces words correctly
uses vocabulary and style appropriate to level of audience
speaks fluently without hesitations


adjusts rate, volume, pitch when necessary
organizes presentation
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
Indicator E2. Writes clearly, correctly, and coherently
Definition Items






spells words correctly
uses correct grammar and mechanics
writes legibly
uses vocabulary and style appropriate to level of audience
organizes written information
Indicator E3. Establishes effective communication processes
Definition Items





develops and maintains systematic, two-way communication with students, school personnel,
and parents/guardians
uses a variety of methods to keep parents/guardians informed of curriculum focus and
instructional activities and progress of students
provides student assessment results to those who can benefit from them (e.g., students,
parents, other faculty)
seeks to involve parents/guardians in their children’s learning and in the school
demonstrates respect and consideration for all those with whom he/she interacts
Standard F. An effective teacher is committed to continual professional growth and school
improvement.

Indicator F1. Engages in continuous professional development
Definition Items





establishes a systematic program to improve weaker areas of performance
takes formal coursework to enhance knowledge and skills, if appropriate
participates in school, system, and state-sponsored professional development programs
uses ideas from books, professional journals, professional organizations, and technological
resources to improve instruction and learning

applies knowledge gained from these experiences to the classroom for the benefit of students
Indicator F2. Takes an active role in school improvement
Definition Items



identifies and assists in removing barriers to student learning
initiates activities and projects in the classroom and school that are consistent with the school
improvement plan
works collaboratively with administrators, faculty, and staff to implement the school
improvement plan
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STRUCTURED INTERVIEW
The structured interview is a discussion between the evaluator and the teacher about particular
areas of the teacher’s knowledge, skills, and performance pertaining to the Mississippi standards
for teachers. The team member asks the questions and records (scripts) the teacher’s responses.
The teacher may bring illustrative supporting materials to this structured interview.
Each structured interview question covers specific indicators found in the standards. However,
the teacher’s response may contain information pertinent to more than one indicator. The
questions emphasize why the teacher does something or how a teacher makes decisions for
determining what to do. The interview data is to be considered together with other available data
in developing appraisal scores.
Question 1:
Standard A, Indicator A1: Plans Units of Instruction that are Aligned with State
Standards and Curriculum
This question has two parts and addresses how you determine what students should know or be
able to do at the end of a unit of instruction. You may include materials or documents in
your discussion to assist in your explanation for this question and all other questions.
a)
How do you decide on your goals, objectives, and instructional
strategies?
b) How do you align what you plan to teach with state and local standards,
curriculum frameworks, and results of state assessments?
Question 2:
Standard A, Indicator A2: Plans Instruction to Address Individual Differences in
Learners
This question has two parts and addresses how you plan instruction to address individual
differences among students.
a)
b)
How do you determine differences among students?
How do you accommodate these differences?
Question 3:
Standard D, Indicator D1: Plans and Implements Systematic Assessments
Standard D, Indicator D2: Considers State Content Standards and Assessments
when Planning Classroom Assessments
This question has two parts and addresses how you assess students’ performance and measure
learner outcomes.
a) Please describe your assessment planning and strategies, including the
types of assessments you use and your reasons for using them.
b) How do you align your classroom assessments with state content standards,
curriculum frameworks, and state assessments?
8
Question 4: Standard D, Indicator D3: Uses Classroom Assessment Results
This question has two parts and addresses what you do with your classroom assessment results.
a) How do you use assessment results in determining student progress?
b) How do you use assessment results in decisions about curriculum and
instructional content?
Question 5: Standard E, Indicator E3: Establishes Effective Communication Processes
This question has two parts and addresses how you communicate with students, parents, and
others.
a) What do you communicate to students, parents, and others, how do you
communicate it, and when do you communicate it?
b) How you seek to involve parents/guardians in their children’s learning?
Standard E, Indicator E1: Speaks Clearly, Correctly, and Coherently. There is no question for
this indicator. The score is based on the interview delivery and organization.
Illustrative Materials
The purpose of providing illustrative materials is to enhance the interview through resources the
teacher already has used. Teachers should not spend time creating new or different materials.
Neither is the teacher expected to bring a large volume of items. In the interview, the materials
should provide a representative sampling of what a teacher does in light of the established
standards. Some materials may also be appropriate for more than one question if these materials
illustrate different points. A teacher is not required to bring materials to the interview, but they
can be useful to both the evaluator and the teacher.
Recording the Interview Responses
This manual contains the Mississippi Teacher Interview Scoring Form used for scoring the
teacher’s responses to the interview questions. A Mississippi Teacher Interview Scoring Form
has been provided for each interview question set. The form contains spaces for recording the
teacher's name and school, the evaluator’s name, and the date of the interview. It also contains
the interview questions (to be asked verbatim by the evaluator) with designation of the standard
and indicator to which the question applies and a set of statements that will be scored after the
interview is conducted. These statements are topics/issues that should be covered in the teacher's
response. The statement list is also used by the evaluator to keep track of what has and has not
been covered and to assist the evaluator in determining when probing questions are needed or
when to move on to the next question. A separate form is provided for scripting or recording the
teacher’s response.
The evaluator will conduct the interview by asking the questions on the interview form, asking
probing questions, and taking anecdotal notes on the scripting form. The evaluator will record
what the teacher says and the probing questions asked by the evaluator. While the evaluator
won't be able to record every word spoken, he/she will record as much of the dialogue as
possible in order to determine later what has been said that depicts the teacher’s practices (how)
9
and rationale for those practices (why).
Three rules for scripting interviews are essential:
1. The script should be complete enough that a person other than the evaluator
can read it, even a year or two later, and describe what was said.
2. The relationship between the script and the score awarded for the indicator
should be evident to a reader trained to analyze data of these kinds.
3. There should be no judgmental statements (no evaluator opinions) in the
script—only a record of what was said.
The evaluator has the responsibility of probing for more in-depth information throughout the
discussion. Even though the evaluator may need to interrupt the teacher for clarification or more
specificity, doing so is essential because the evaluator needs enough information to determine
sufficiency of response. Thus, probing questions are necessary in order to get the information
required for making that determination. In addition to the questions, each form contains scoring
statements that will assist the evaluator with probing questions or determining when to move on
to the next question.
The evaluator must keep the interview moving. At the onset, the evaluator will make clear that
discussion of any one question set should require no more than 7 to 8 minutes, that he/she will be
watching the time, and that he/she will inform the teacher when it is time to “wrap up” and
“move on.”
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MISSISSIPPI TEACHER INTERVIEW SCORING FORM
Teacher: ____________________________________________ School: _________________________
Evaluator: __________________________________________ Date: __________________________
Directions: This form is used for scoring the teacher’s responses to the interview questions. Attach scripting.
Question 1
(Indicator A1)
These two questions refer to how you
determine what students should know or be
able to do at the end of a unit of instruction.
Please share any materials that will help
you in your explanation for these and any
following questions.
a) How do you decide on your goals,
objectives, and instructional
strategies?
1. Long-range goals and measurable objectives
1
2
3
4
2. Planning that is aligned with state and local
1
2
3
4
1
2
3
4
1
2
3
4
standards and curriculum frameworks
3. Strategies and activities linked to goals and
objectives
b) How do you align what you plan to
teach with
- state and local standards,
- curriculum frameworks, and
- results of state assessments?
Rationale:
Indicator A1 Score:
11
MISSISSIPPI TEACHER INTERVIEW SCORING FORM
Teacher: ____________________________________________ School: _________________________
Evaluator: __________________________________________ Date: __________________________
Directions: This form is used for scoring the teacher’s responses to the interview questions. Attach scripting.
Question 2
(Indicator A2)
These two questions refer to how you plan
instruction to address individual
differences among students.
a)
1. Identifies differences influencing learning
1
2
3
4
2. Varies objectives, content, resources, activities
and/or assessments for particular students
1
2
3
4
1
2
3
4
How do you determine
differences among students?
b) How do you accommodate these
differences
Rationale:
Indicator A2 Score:
12
MISSISSIPPI TEACHER INTERVIEW SCORING FORM
Teacher: ____________________________________________ School: _________________________
Evaluator: __________________________________________ Date: __________________________
Directions: This form is used for scoring the teacher’s responses to the interview questions. Attach scripting.
(Question 3
(Indicator D1 and D2)
These two questions address how you assess
students’ performance and measure
outcomes.
a) Please describe your assessment
planning and strategies,
- including the types of assessments
you use and why.
b) How do you align your classroom
assessments with
-state content standards,
-curriculum frameworks, and
-state assessments?
1. Plans and carries out multiple assessments over the
course of a unit
1
2
3
4
2. Uses formal and informal assessments
1
2
3
4
3. Uses a variety of assessments
1
2
3
4
4. Measurement linked to outcomes
1
2
3
4
Indicator D1 Score:
1
2
3
4
1. Alignment of assessment with state content standards
1
2
3
4
2. Analysis of state assessments, if applicable
1
2
3
4
1
2
3
4
Rationale:
Indicator D2 Score:
13
MISSISSIPPI TEACHER INTERVIEW SCORING FORM
Teacher: ____________________________________________ School: _________________________
Evaluator: __________________________________________ Date: __________________________
Directions: This form is used for scoring the teacher’s responses to the interview questions. Attach scripting.
Question 4
(Indicator D3)
These two questions address what you do
with your classroom assessments.
a) How do you use assessment results
in determining student progress?
1. Use of assessment results to determine student
progress, strengths, and areas needing improvement
1
2
3
4
2. Use of assessment results to improve curriculum
and instruction
1
2
3
4
1
2
3
4
b) How do you use assessment results
in decisions about curriculum and
instructional content?
Rationale:
Indicator D3 Score:
14
MISSISSIPPI TEACHER INTERVIEW SCORING FORM
Teacher: ____________________________________________ School: _________________________
Evaluator: __________________________________________ Date: __________________________
Directions: This form is used for scoring the teacher’s responses to the interview questions. Attach scripting.
Question 5
(Indicator E3)
These two questions address how you
communicate with students, parents, and
others
a) What do you communicate to
students, parents, and others;
-how do you communicate it; and
-when do you communicate it?
1. Established communication systems with parents,
students, school personnel
1
2
3
4
2. Multiple types of information given to students,
parents/guardians, and others
1
2
3
4
3. Involvement of parents/guardians
1
2
3
4
Indicator E3 Score: 1
2
3
4
b) How do you seek to involve
parents/guardians in their
children’s learning?
Rationale:
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MISSISSIPPI TEACHER INTERVIEW SCORING FORM
Teacher: ____________________________________________ School: _________________________
Evaluator: __________________________________________ Date: __________________________
Directions: This form is used for scoring the teacher’s responses to the interview questions.
(STANDARD INDICATOR E1)
(There is no question. Scores are based on
interview delivery and organization.)
1. Correct pronunciation
1
2
3
4
2. Appropriate vocabulary
1
2
3
4
3. Fluency
1
2
3
4
1
Indicator E1 Score: 1
2
2
3
3
4
4
4. Organization of presentation
Rationale:
Notes:
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MISSISSIPPI TEACHER INTERVIEW SCRIPTING FORM
Teacher: _____________________________ Evaluator: ______________________ Page: ____ of ____
Line
Number
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
21. __________________________________________________________________________________________
22. __________________________________________________________________________________________
23. __________________________________________________________________________________________
24. __________________________________________________________________________________________
25. __________________________________________________________________________________________
\
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Scoring Interview Responses
Information used to develop a score for each question set (indicator) is already organized by
question in the script. However, it is possible that the teacher unknowingly provided information
pertinent to one question when answering another. There are rules for dealing with this situation.
 The same information may not to be used to develop scores for two
indicators. If it were, that would be double scoring.
 When information pertinent to a particular question was provided by a
teacher in response to a different question, the evaluator considers that
information in scoring that pertinent question. In other words, the
evaluator is to consider information located anywhere in the interview
when developing an indicator score.
The Mississippi Teacher Interview Scripting and Scoring Form is used to record scores and
rationales for the scores. To develop the scores and rationales, the evaluator follows a four-step
process:
1. The evaluator analyzes the information provided in response to the question
set and any other pertinent information “misplaced” in responses to other
questions.
2. Using the 4-point scale below, the evaluator develops a score for each scoring
statement on the scoring form.
4 - Exemplary
Indicates that the teacher’s performance is exemplary in this position. The
teacher almost always exceeds expected standards.
3 - Satisfactory
Indicates that the teacher’s performance usually meets or exceeds
expected standards.
Areas noted can be improved, but current
performance is clearly acceptable.
2 - Needs Improvement
Indicates that the teacher’s performance is sometimes but not always
acceptable in this position. The teacher sometimes meets expected
standards. Improvement activities are necessary to meet standards on a
consistent basis.
1 - Unsatisfactory
Indicates that the teacher’s performance is not acceptable. Performance in
this position rarely meets standards.
18
To make the score determination, the evaluator places a hypothetical mid-point line
between the scores of 2 and 3. Then he/she will ask questions:
a) Do the patterns in the data indicate a score above the mid-line or
below it?
b) If the answer to the first question is above the line, then the
evaluator asks, “How far above the line is the pattern of evidence?
Does it best represent a 4 or a 3?”
If the answer to the first question is below the line, then the
evaluator asks, “How far below the line is the pattern of evidence?
Does it best represent a 1or a 2?”
3. The evaluator “rolls up” the scores from the scoring statements to create an indicator
score. The evaluator does not average the scores, but uses pattern analysis. (What
score do the pattern of scoring statement scores and the script information suggest?)
4. The evaluator writes the rationale (justification) for the score in the space provided.
The rationale statement shows why the score was awarded by describing strengths and
weaknesses in the information provided by the teacher in relation to the performance
indicator. The evaluator refers to the definition items and key concepts in the
process of writing the rationale.
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20
Key Concepts
Key concepts used for probing questions and scoring the interview are provided below.
Question 1:
Standard A, Indicator A1: Plans Units of Instruction that are Aligned with State
Standards and Curriculum
This question has two parts and addresses how you determine what students should know or
be able to do at the end of a unit of instruction. You may include materials or documents in
your discussion to assist in your explanation of these and any following questions.
a) How do you decide on your goals, objectives, and instructional strategies?
b) How do you align what you plan to teach with state and local standards,
curriculum frameworks, and results of state assessments?
The focus of this question is on how the teacher makes decisions about what to teach. State
and local curriculum frameworks, content research, professional publications, past appraisals,
and other sources should be used in preparing goals and objectives. The teacher should show
that the needs of learners as well as a relationship to the curriculum are addressed. Discussion
should focus on outcomes or what is expected of students.
1. Long-range goals and measurable objectives
Effective teachers plan on more than a day-to-day basis. They establish goals
for a unit of work and objectives that define those goals and specific outcomes
desired as a result of instruction. Sources for goals and objectives are state
standards and curriculum frameworks, local curriculum plans, national
content standards, and professional literature.
2. Planning that is aligned with state and local standards and curriculum
frameworks
Effective teachers match their goals, objectives, and selection of content to
state standards and local curriculum frameworks.
3. Strategies and activities linked to goals and objectives
Effective teachers select strategies and resources that are directly aligned with
objectives and assessments, including state assessments.
Question 2:
Standard A, Indicator A2: Plans Instruction to Address Individual Differences in
Learners
This question has two parts and addresses how you plan instruction to address individual
differences among students.
a)
How do you determine differences among students?
b)
How do you accommodate these differences?
The teacher should discuss strategies used to identify individual differences in students.
Consideration should be given to such differences as student achievement, differences in
abilities, varying interests, special needs, and learning styles. Because of differences among
students, teachers should plan a variety of objectives, activities, and assessments. Effective
teachers also have a variety of ways to identify and accommodate differences among students.
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1. Identifies differences that influence learning
Effective teachers identify differences among students in a given class that
must be addressed.
Such differences include development, ability,
achievement, interests, motivation, learning styles, ethnicity, culture, and
language. The teacher should be able to discuss how he/she goes about
identifying differences and which ones have regularly emerged.
2. Varies objectives, content, resources, activities and/or assessments for
particular students
The teacher should be able to explain how he/she has addressed differences
identified in one or more of these ways. Examples of accommodations
made for specific students should be requested.
Question 3:
Standard D, Indicator D1: Plans and Implements Systematic Assessments
Standard D, Indicator D2: Considers State Content Standards and Assessments
when Planning Classroom Assessments
This question has two parts and addresses how you assess students’ performance and measure
learner outcomes.
a) Please describe your assessment planning and strategies, including the
types of assessments you use and why.
b) How do you align your assessments with state content standards,
curriculum frameworks, and state assessments?
The effective teacher knows the accuracy and limitations of various assessments. The teacher
should use a variety of assessments, including paper-and-pencil tests where appropriate, and a
variety of performance assessments (portfolios, observation, performance tasks) to create a
comprehensive formal assessment program. Teacher monitoring of student progress during a
lesson is one type of informal assessment. Assessments should address and be aligned with unit
objectives. The teacher should use assessment results to determine the success of instruction,
activities, or resources. Assessments should demonstrate a relationship to state and local content
standards, curriculum frameworks, and state assessments, particularly in format.
Indicator D1: Plans and Implements Systematic Assessments
1. Plans and carries out multiple assessments over the course of a unit
Effective teachers plan their programs and patterns of assessment when they plan
an instructional unit.
2. Use of formal and informal assessments
Effective teachers understand that assessment methods should be both formal and
informal. Teachers assess students over the course of a unit in more than one
way.
3. Uses a variety of assessments
Effective teachers use more than paper-and-pencil tests or monitoring activities.
Portfolios, oral testing, projects, observation, and performance tasks provide
a variety of assessments.
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4. Measurement linked to outcomes
Teachers look at expected student outcomes and select or design assessments to
determine the success of those outcomes.
Indicator D2: Considers State Content Standards and Assessments when Planning Classroom
Assessments
1. Alignment of assessment of state content standards
The teacher should be able to describe how he/she aligns assessments with the
student behaviors and practices identified in state content standards.
2. Analysis of state assessments
The teacher should be able to explain how he/she has used the content and format
of state assessments in planning classroom assessments.
Question 4: Standard D, Indicator D3: Uses Classroom Assessment Results
This question has two parts and addresses what you do with your classroom assessment results.
a) How do you use assessment results in determining student progress?
b) How do you use assessment results in decisions about curriculum and
instructional content?
Teacher discussion should focus on how he/she uses the results of assessment. How the
results are reported should be discussed in Question 5. The teacher may use results to
determine student strengths and needs, to determine adjustments in content or instruction, and to
determine the success of instruction.
1. Use of assessment results to determine student progress, strengths, and areas
needing improvement
The effective teacher uses assessment results to determine student
accomplishment of objectives and gains in knowledge and skills. The teacher
also uses assessments to identify areas of strength and need and to understand
how these factors affect a student’s progress. The teacher should have a
system of record keeping for ensuring the accuracy of student progress and
indicating areas of strength or needing improvement.
2. Use of assessment results to improve curriculum and instruction
Effective teachers use assessment results to determine the success of
instruction and needed adjustments to units/lessons. Considerations should be
given to appropriateness of objectives, teaching strategies, content, student
activities, resources, and the assessments used.
Question 5: Standard E, Indicator E3: Establishes Effective Communication Processes
This question has two parts and addresses how you communicate with students, parents, and
others.
a) What do you communicate to students, parents, and others, and how do you
communicate it, and when do you communicate it?
b) How do you seek to involve parents/guardians in their children’s learning?
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The teacher should describe how he/she provides feedback to students about their progress,
strengths, and areas of need. Descriptions of how feedback is provided to parents and
appropriate others should also be discussed. In addition to the typical report card, the
teacher may use such things as conferences with students and parents, written feedback,
the Internet, and progress charts. The discussion should also include what is communicated to
students, parents, and others. Time lines and specificity should be considered in providing
feedback.
1. Established communication systems with parents, students, school personnel
Effective teachers have in place a system of communication for providing
relevant information to parents, students, and school personnel. The teacher
should use a variety of procedures in reporting assessment results to students,
parents, and appropriate others (principal, other teachers). Letters, phone
calls, progress reports and charts, and in-class evaluation sessions provide
several sources of feedback. Information is provided in a timely manner.
There should be two-way communication.
2. Multiple types of information given to students and parents/guardians
Students should be provided with information about what is expected of them
and with feedback on how well they are progressing. Parents/caregivers are
contacted concerning student progress, subject matter, forthcoming events,
standards, discipline expectations, school and instructional goals and
objectives, content of the curriculum, and expectations of the home. Multiple
types of information also include multiple approaches for presenting the same
information (written explanation and graphical representation, web-based
delivery, and reports sent home).
3. Involvement of parents/guardians
Effective teachers invite and provide opportunities for parents/guardians to
participate in the education of their children. Parents can assist teachers and
students in the classroom and the computer lab, on school outings, during
special projects and activities, and with students who have specific individual
needs. Parents can also be enlisted to work with students on particular skills.
Standard E, Indicator E1: Speaks Clearly, Correctly, and Coherently
There is no question for this indicator. The score is based on the interview delivery and
organization.
1.
Correct pronunciation
The teacher consistently speaks distinctly, avoids mumbling or slurring of
words, and pronounces words correctly.
2.
Appropriate vocabulary
The teacher uses vocabulary that can be understood and that demonstrate
command of the language.
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3.
Fluency
The teacher avoids excessive use of repetition of words or ideas. The
teacher should also avoid the use of “uhs”, “ahs”, “you know,” and vague
words or terms.
4.
Organization of presentation
The teacher gives evidence of organized presentation by avoiding gaps in the
presentation or periods when he/she appears to search for the next point or
statement. There is logical, sequential presentation of ideas, rather than
rambling.
Ground Rule: A score of “3” is considered to be the norm and what is expected.
Award a “4” only if the teacher has patterns of behavior that demonstrate he/she
communicates at a level above what is expected. Award a “2” or lower if there are
patterns of errors. Specific examples should be included in the rationale statement
for a score of 2 or less.
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CLASSROOM OBSERVATION
Observation is very complex. It is no easy task to observe all that can possibly be observed
and record significant practices and behaviors. When observing human interactions, it is
necessary to watch and listen to receivers of communication as well as senders. Therefore, it
is necessary to train evaluators to recognize discreet verbal and nonverbal behaviors, the
presence or absence of artifacts in the environment, and the presence or absence of patterns of
behavior that indicate well-established, effective routines and procedures.
The observation process is made even more complex by the matter of style. Studies of
effective teaching have established that good teachers vary in their styles, but deliver very
similar behaviors and practices, which produce higher achievement in learners. In other
words, we know that good teachers look quite different from one another. They do the same
kinds of things, but they don’t all do them in the same way. For example, effective teachers
(those who produce higher student achievement) communicate the purpose(s) of each lesson to
students, but they vary in regard to approach, explicitness, and point in the lesson where this
communication takes place.
Most people would give lip service to the notion that good teachers differ in their styles.
However, those people might have subconscious stereotypes of an effective teacher. Failure
to recognize differences in teaching styles can produce two types of errors in the
appraisal process: (1) failure to credit a teacher for an indicator or standard that is
present and (2) failure to recognize the lack of a specific indicator or standard.
The training for evaluators in the Mississippi Teacher Appraisal is designed to break down
stereotypes, develop sensitivities to various styles, and sharpen the ability to recognize
effective behaviors and practices.
Many, if not all, of the standards, indicators, and definition items that form the appraisal
criteria for teachers require the same expertise on the part of the evaluator. One recognizes
practices and behaviors that demonstrate the indicator or item, but one must not expect a single
set of practices or behaviors across teachers.
Awareness of differences in teaching style and practices helps to make evaluators more
objective in their observations. Training heightens that awareness and cause evaluators to
focus on effectiveness and not their own images of good teaching. The evaluator is
basically just that—an evaluator of events, processes and procedures. From the lowinference information about events, processes, and procedures observed, he/she identifies
patterns of behavior and practice that demonstrate the teacher’s competence regardless of
style.
Observation Approach and Requirements
The Mississippi Teacher Appraisal System uses the scripted observation approach. In this
approach, the evaluator writes down, either as direct quotes or narrative explanations,
whatever is seen or heard that pertains to the appraisal criteria.
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Two observations should be conducted for each teacher in the school. Both observations are
to be announced observations. The second observation is to be conducted by a different
evaluator than the first. In some cases, the evaluator(s) may conduct more than two
observations if it is determined that more information is needed. In these cases, the additional
observation(s) can be announced or unannounced and may be conducted by a third evaluator.
Mississippi Teacher Classroom Observation Record
In using the Mississippi Teacher Classroom Observation Record, the evaluator carries out two
functions. First, he/she records what the teacher and students say and do that is relevant
to the performance indicators under investigation. These comments and direct quotes are
written into the record without judgment. The evaluator’s second function is to analyze and
synthesize the data recorded to guide discussion with the teacher in the appraisal
conference as well as to identify areas for future professional growth. The evaluator also
uses information from the analysis and synthesis of the observation behaviors to determine
indicator scores. These summary ratings are recorded on the last page of the record and
include comments (rationales) supporting the scores. The 4-point scale discussed in the
interview section of this manual is used for scoring. In addition to conducting the observation
and analyzing the information generated, the evaluator is required to collect pre-observation
information for announced observations from the teacher being observed. Together these
activities (pre-conference and observation) constitute the observational component of the
Mississippi Teacher Appraisal.
Pre-Observation Conference
A Mississippi Teacher Pre-Observation Conference Record is part of the package of
instruments used in the classroom observation. Before the conference, the evaluator can
complete some of the demographic information at the top of the Mississippi Teacher PreObservation Conference Record. The information recorded here is not scored. It is simply
used to prepare the evaluator for the observation. Following the discussion, both parties sign
the Mississippi Pre-Observation Conference Record as evidence that the pre-observation
conference was held.
The pre-observation conference is an important part of the sequence of announced
observations. During this conference, the evaluator establishes a perspective on the setting,
situation, or events to be observed, as well as the participants in the environment. This
conference period also provides information about conditions that may impact the teacher's
performance. Further, and perhaps more important, the conference provides an opportunity for
the evaluator to establish greater rapport with the teacher. Rapport is essential to a “helping”
relationship, to the post-observation sharing of strengths and areas for improvement, and to
proposing of recommendations for improvement.
Pre-observation conferences are required for all announced observations. Announced
observations are scheduled with the teacher a day or more ahead of time. Unannounced
observations take place when an evaluator arrives at the classroom or instructional site without
pre-scheduling and may occur if a third classroom observation is deemed necessary. It is best
if a short pre-observation conference is arranged for these unannounced observations so
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that the evaluator can understand what he/she will be seeing. However, this is sometimes
impossible. When pre-observation conferences are included, about 15 minutes are allocated
for them. For unannounced observations, 5 to 6 minutes may have to do. Some details on the
form may have to be filled in at a later time. The pre-conference for announced observations
takes place on the day of the observation or a day before, if the teacher and evaluator agree to
that schedule. A teacher may be asked to complete the information on the pre-observation
conference record prior to the conference. However, the evaluator and teacher still hold a
conference so both parties know what will be happening in the classroom.
The pre-observation conference is also the time to find out if any special conditions prevail in
the classroom environment. There are places to mark special conditions that the teacher wants
noted. These might include classroom conditions that could affect instruction, such as
inadequate technology, inadequate facilities, inadequate resources, or “other” as defined by the
teacher. The teacher is the one to identify special conditions. Later these conditions are
considered, as appropriate, in the appraisal.
The pre-observation conference questions focus on topics or content to be covered in the
classroom observation, teacher and student activities, and how the accomplishment of
objectives will be measured. The evaluator asks the teacher whether the instruction is new
content or re-teaching. This question sometimes clears up some confusion for the evaluator
once the lesson begins. The evaluator also reminds the teacher that he/she will be writing
(scripting) the entire visit and that a seat where the evaluator can observe both the teacher and
students is needed. The evaluator may also remind the teacher to give him/her copies of any
handouts the children receive.
No Post-Observation Conference
There is no post-observation conference. However, during the pre-observation conference, the
evaluator explains to the teacher that the results of the observation will be discussed during the
final Appraisal Conference.
Conducting the Observation
The evaluator selects a seat where he/she can observe both the teacher and the students. The
evaluator begins recording information when the lesson begins. He/she records
continuously. In secondary classrooms, this pattern is maintained until the end of the
class period. In secondary and middle school classrooms, observations are to be no less
than 45 minutes in length (full class period). If subject matter changes during that time, the
evaluator records that information in order to make sense of what might seem to be conflicting
data when reviewed later.
Some elementary classroom lessons are less than 45 minutes. Each elementary classroom
observation is to include a minimum of 30 minutes of instruction. If instruction is shorter
than that, two different visits are required to gather enough data to generate valid scores for the
observation. If an elementary teacher shifts from one content area to another in less than 30
minutes, the evaluator simply notes the shift in order to make sense of what might seem to be
conflicting data when reviewed later.
29
In classrooms using block scheduling or extended periods of instruction, the evaluator is not
expected to observe the whole class period. In this situation, the evaluator observes the first
25 minutes, and then returns for the final 20 minutes.
Scripting the Observation
The Mississippi Teacher Classroom Observation Record is constructed to facilitate scripting a
narrative description of what the evaluator sees and hears. The instrument uses the Mississippi
Teacher Observation Scripting Form for recording these narrative descriptions. Several pages
of the scripting form are needed to record what takes place over a 45 to 50 minute period. .
The procedure used is commonly known as modified scripting. In this approach everything
the evaluator sees and hears that applies to one or more of the standards and indicators
being assessed is recorded. This rule implies that not everything that is done and said in the
classroom needs to be recorded (full scripting), but that all teacher and student actions
pertaining to standards/indicators are clearly visible at the end of the observation. If the
evaluator has questions about the pertinence of a behavior when it occurs, time is not wasted
trying to determine that pertinence—it is written down. It is better to record too much
information than too little.
Script pages contain places for the teacher’s and evaluator’s names. These pages also contain
a box in the upper right corner to place a page number. The names and page numbers are
important because they offer a reference point and sequence if pages somehow become
separated.
Script pages also contain line numbers. Line numbers are provided so that there will be a
ready reference to specific behaviors or practices when completing the Mississippi Teacher
Observation Analysis and Scoring Form. An evaluator can use page and line numbers to
find material that should be shared with the teacher.
A faint line runs vertically down the middle of the script pages. The line has been placed there
to aid evaluators who wish to script teacher behavior on one half of the page and related
student behavior on the other, or to script using two columns.
Note: When scripting, the evaluator will stop three times during the observation and
count the number of students “off task.” He/she will record this number in the script with
the note “off task.”
Classroom Observation Record (cover sheet)
The Classroom Observation Record is a cover sheet for the observation process. It is to be
completed after the observation. The evaluator completes the top section based on information
obtained during the pre-observation conference. Based upon the actual observation, the
evaluator states if special conditions were observed other than those previously indicated by
the teacher and if the activities were those stated by the teacher. If not, he states the activities
that were observed.
30
Mississippi Teacher Observation Analysis and Scoring Form
In completing the Mississippi Teacher Observation Analysis and Scoring the evaluator
considers the lesson as a whole. After the lesson and script are completed, the evaluator
needs time to analyze and synthesize the data around the indicators. These analyses can
be done in several ways. For example, the evaluator might commonly number or label all
entries in the script that pertain to a specific indicator. Or, he/she might create a list of those
behaviors. Another method is to cite page and line numbers for sections of the script in which
entries pertaining to an indicator are found. Whatever technique is used to identify related
entries, supporting references for use in the evaluation discussion with the teacher will be
needed. These references and the “raw” script data provide the bases for the discussion in the
final appraisal conference. Space has been provided to note where supporting evidence is
found in the script. Quality as well as quantity should be considered.
Note: Conferring with the second evaluator concerning the initial observation is not
permitted. Also, making any comments, positive or negative, that might influence his/her
observation or scoring of the teacher is not permitted. If there is a significant
discrepancy between the scores of the two observations, the team leader is to be informed
so a decision concerning a third observation can be made.
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MISSISSIPPI TEACHER PRE- OBSERVATION CONFERENCE RECORD
Teacher: __________________________________________ Evaluator: _________________________________
School System: ________________________ School: ________________________ Date of Obs: ____/____/____
Subject/Grade Level: _________________________________ Number of Students: ________ Time: __________
Observation No.
1
2
Multiple Disorders
Inadequate Facilities
3
Special Conditions (to be specified by teacher)
Overcrowded Conditions
Inadequate Resources
Inadequate Technology
Other
Comments:
______________________________________________________________________________
1.
What topic(s), knowledge, or skills will be covered in this observation, and how does this lesson relate to previous
lessons? What will be the DOK level?
2.
What student and teacher activities are planned?
3.
How and when will objectives be measured?
Teacher-Made Tests
System-Developed Tests
Commercially Prepared Tests
Textbook Tests
Homework
Work Products/Projects
4.
Teacher Comments: (optional)
5.
Evaluator Comments: (optional)
Standardized Tests
Student Performance
Other ___________
Teacher Signature: ________________________________________________________ Date of Pre-Conference:_________________________
Evaluator Signature: ______________________________________________________ Date of Pre-Conference:_________________________
Teacher's signature indicates this form has been reviewed and a Pre-Observation Conference has been held.
32
MISSISSIPPI TEACHER CLASSROOM OBSERVATION RECORD
Teacher: ____________________________________
Evaluator: _____________________________
School System: ________________________ School: ______________________
Observation No.
1
2
3
Grade/Subject: ________________
Date: ___/___/___
Time: __________
SPECIAL CONDITIONS
(To be specified by teacher)
Special Population
Overcrowded Conditions
Inadequate Technology
Inadequate Facilities
Inadequate Resources
Subject Change
Other ______________
Special conditions observed (other than those indicated by the teacher):
Were student/teacher activities observed those planned?
If no, indicate activities observed.
Yes
No
Comments:
____________________________________________________________________________________
After scripting the observation, behaviors related to each indicator should be referenced on the Mississippi
Teacher Observation Analysis and Scoring Form. The following scale is used to score the indicators.
4-
Exemplary
indicates that the teacher’s performance is exemplary in this position. The
teacher almost always exceeds expected standards.
3-
Satisfactory
indicates that the teacher’s performance usually meets or exceeds expected
standards. Areas noted can be improved, but current performance is clearly
acceptable.
2-
Needs Improvement
indicates that the teacher’s performance is sometimes but not always acceptable
in this position. The teacher sometimes meets expected standards.
Improvement activities are necessary to meet standards on a consistent basis.
1-
Unsatisfactory
indicates that the teacher’s performance is not acceptable. Performance in this
position rarely meets standards.
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MISSISSIPPI TEACHER OBSERVATION ANALYSIS AND SCORING FORM
Teacher: __________________________________
Evaluator: ____________________________
Plans Instruction
Score:
Rationale/Supporting Script References:
______ A2. Individual Differences
Addresses differences by varying content
Addresses differences by varying materials
Addresses differences by varying questions
Addresses varying learning styles
Delivers Instruction
Score:
Rationale/Supporting Script References:
______ B1. Knowledge
Presents accurate and up-to-date information
Presents developmentally appropriate content
Relates content to life experiences
Presents content in logical pattern/sequence
Relates content to other subject areas
Uses relevant examples
Identifies misconceptions/lack of understanding
Presents lesson/content in alternative ways
Responds knowledgeably/accurately to questions
______ B2. Engages Students
Encourages participation
Ensures equitable participation
Elicits responses
Encourages student sharing
Uses student ideas/responses
Seeks elaboration
Refers to other students
Engages students in knowledge/hypotheses
Varies roles in instructional process
______ B3. Uses Principles of Effective Teaching
Orients students to lesson
Relates lesson to objectives/emphasizes main idea
Sequences lesson
Establishes relationships
Adjusts lesson, when appropriate
Provides guided practice
Provides independent practice
Provides review/summarization
Uses variety of resources/materials and technology
Uses multiple representations and explanations
Promotes higher-order thinking
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Learning Environment
Teacher : __________________________________
Score:
Evaluator: ____________________________
Rationale/Supporting Script References:
______ C1. Maintains Climate
Establishes timelines for completion
Establishes standards
Holds students accountable/encourages quality
Indicates confidence
Displays verbal/nonverbal enthusiasm
Uses positive verbal language/nonverbal cues
Demonstrates respect
Avoids use of ridicule/sarcasm/personal criticism
Accommodates variety of activities
Maintains attractive environment
______ C2. Maximizes Time
Begins promptly
Minimizes loss of instructional time
Establishes routines
Discourages/redirects digressions
Minimizes teacher digressions
Minimizes student down time
Handles interruptions
______ C3. Manages Student Behavior
Emphasizes and monitors rules/procedures
Keeps students on task
Anticipates and intervenes
Uses verbal/nonverbal actions
Uses reasonable sanctions
Rewards appropriate behavior
Treats students fairly and equitably
Assessment
Score:
Rationale/Supporting Script References:
______ D1. Implements Assessment
Monitors student learning and activities
Provides feedback
Re-teaches when necessary
Communication
Score:
Rationale/Supporting Script References:
______ E1. Speaks Clearly, Correctly, Coherently
Adjusts rate, volume, pitch
Speaks fluently/uses correct pronunciations
Organizes presentation
______ E2. Writes Clearly, Correctly, Coherently
Uses correct grammar/mechanics/spelling
Writes legibly
Organizes information
Number of students in class: _______
Number of students off-task: ____
____
____
____
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MISSISSIPPI TEACHER OBSERVATION SCRIPTING FORM
Teacher: ______________________________ Evaluator: ______________________ Page: ____of_____
Line
Number
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
21. __________________________________________________________________________________________
22. __________________________________________________________________________________________
23. __________________________________________________________________________________________
24. __________________________________________________________________________________________
25. __________________________________________________________________________________________
26. __________________________________________________________________________________________
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DEFINITIONS AND EXPLANATIONS OF TEACHING PRACTICES
How to Use the Definitions and Explanations
The explanations and definitions found on the previous pages will be applied to the statements and
quotes in the script when the evaluator analyzes the “raw data.” To do that, an evaluator must be
thoroughly familiar with the indicators and definitions that make up that indicator. In addition,
the evaluator must have an in-depth understanding of the instructional process so that when
he/she sees and hears something, there is understanding of what the teaching function is and
what it is not. When scripting and/or analyzing script entries, the evaluator will be asking the
following series of questions:

What is happening here? What do these statements, questions, actions represent –
what aspect (function) of the teaching process? What indicator?

What particular teacher behavior within this teaching function is taking place?

What is missing? What teacher behaviors didn’t occur?
Once script data have been organized on the Mississippi Teacher Observation Analysis and
Scoring Form by one of the methods previously described, a score can be assigned to each
indicator based on the strength or weakness of the teacher behaviors indicated. The four-point
scale is used throughout the Mississippi Personnel Appraisals:
4 - Exemplary
indicates that the teacher’s performance is exemplary in this position. The
teacher almost always exceeds expected standards.
3 - Satisfactory
indicates that the teacher’s performance usually meets or exceeds expected
standards. Areas noted can be improved, but current performance is clearly
acceptable.
2 - Needs Improvement
indicates that the teacher’s performance is sometimes but not always
acceptable in this position. The teacher sometimes meets expected standards.
Improvement activities are necessary to meet standards on a consistent basis.
1 - Unsatisfactory
indicates that the teacher’s performance is not acceptable. Performance in this
position rarely meets standards.
37
Definitions and Explanations
Indicator A2. Plans Instruction to Address Individual Differences in Learners
1. Addresses differences by varying content
The effective teacher addresses student differences (achievement and ability
levels, interests, learning styles) and plans instruction consistent with the
developmental level of students (physical, social, emotional, and cognitive) by
presenting content to meet those needs.
2. Addresses differences by varying materials
The effective teacher addresses student differences (achievement and ability
levels, interests, learning styles) and plans instruction consistent with the
developmental level of students (physical, social, emotional, and cognitive) by
providing materials that meet those needs.
3. Addresses differences by varying questions
The effective teacher addresses student differences (achievement and ability
levels, interests, learning styles) and plans instruction consistent with the
developmental level of students (physical, social, emotional, and cognitive) by
asking higher-order questions that challenge the abilities of students. Some
students may be able to respond to synthesis or evaluation questions, while
others may need questions on the application or analysis levels. The teacher
also uses both divergent and convergent questions.
4. Addresses varying learning styles
The effective teacher is aware of the various learning styles among the
students in the classroom. Some students need an auditory presentation,
others need print, and still others need to use their hands or participate
physically in a learning activity. The teacher presents the lesson to address
the learning styles of all students through the use of learning centers, displays,
role-playing, and so forth.
Note: Addressing differences means addressing individual differences - not
doing the same thing, using the same materials, same style, etc. with the whole
class.
Indicator B1. Demonstrates deep knowledge of content
1. Presents accurate and up-to-date information
When presenting a lesson or unit, the effective teacher presents correct and
current information. The teacher clarifies or extends the lesson by drawing
examples from current events.
2. Presents developmentally appropriate content
The effective teacher selects content that is appropriate to the interests,
maturation, and ability levels of students.
38
3. Relates content to life experiences
The effective teacher relates content to the experiences of students. The
teacher uses examples from life experiences (demonstrates relevance to
everyday life or direct involvement of student or teacher) to help students
relate the learning and understand concepts.
4. Presents content in logical pattern/sequence
The teacher should order the presentation of the lesson. Content of the lesson
or unit should include concepts and skills that follow or precede each other
rationally.
5. Relates content to other subject areas
The effective teacher relates the content of one lesson to other lessons.
Concepts, principles, and skills taught are applied across curriculum areas.
6. Uses relevant examples
The teacher provides examples or asks students to provide examples of
content, topics, or principles. Examples provide clarification or extension of
the lesson and may be such things as pictures, demonstrations by the teacher
or students, objects, or media.
7. Identifies misconceptions/lack of understanding
The teacher uses effective questioning to clarify misconceptions or lack of
understanding by students. He/she requests students to verbalize their
confusion and responds by modifying, prompting, or rephrasing to help
them clear up any misconceptions. In group processes, the teacher may
interview students by using questions dealing with problems hampering group
or individual learning. At times, such questions assist groups in solving
problems themselves.
8. Presents lesson/content in alternative ways
The effective teacher does more than implement a direct teaching style when
presenting a lesson. The teacher provides students with opportunities to have
input into the lesson through discussion, projects, or presentations. Students
may be taken outside the school to observe the concepts they are studying.
They may even participate, such as when a group of students goes to a market
to learn how employees carry out their tasks. Teachers may use technology
such as computers to bring the outside world closer through the Internet.
9. Responds knowledgeably/accurately to questions
The teacher responds to student questions by providing information that is
current and correct. The teacher may also provide other sources to help
students find answers to their questions or increase their knowledge.
Indicator B2. Actively Engages Students in the Learning Process
1. Encourages participation
One way that a teacher encourages student participation in the lesson is to call
on non-volunteers. He/she structures questions, activities, and resources to
39
meet student differences and help all students become involved. For
example, a teacher may structure the lesson so that certain students can
succeed, thereby encouraging them to participate. A teacher takes individual
interests and learning styles of students into consideration. The teacher also
responds to students who have expressed an interest to respond to a particular
lesson or activities.
2. Ensures equitable participation
The teacher ensures that all students have equal opportunities to
participate in the learning activities regardless of their abilities. The
teacher may make adjustments to time or activities so that all students can
participate. For example, the teacher may rotate students to allow each one to
have the same amount of time on the computer, although activities on the
computer may vary.
3. Elicits responses
The teacher attempts to get a response from all students. A response could be
to a question or to an activity. If students are not responding, he/she uses
questioning, statements, recommendations, or paraphrasing to get the
student to participate.
4. Encourages student sharing
The teacher provides opportunities for students to work together. The teacher
may have students work in small groups or in pairs to help each other.
He/she may ask one student to help another or provide a task for pairs of
students. For example, “Each student should choose a partner and work in
pairs to come up with a list of reasons why people are dissatisfied with the
economy.”
5. Uses student ideas/responses
During the lesson, a teacher may use students’ comments to extend the lesson.
Such student comments may help to further develop a concept or skill or
illustrate a point related to the lesson. The teacher does more than just
answer a student question. He/she actually makes use of the student’s
comment.
6. Seeks elaboration
The teacher requests that a student elaborate or clarify a previous response.
Rather than attempting to get an initial response as in Elicits Response, the
teacher asks a question or makes a statement that solicits additional
information from the student about his/her response.
7. Refers to other students
The teacher refers a student’s response to another student or students for
elaboration or reaction. For example, a teacher may say, “Tom, do you agree
with Nancy? Why or why not?” or “Anne, would you restate Bobby’s
comments for us?”
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8. Engages students in knowledge/hypotheses
The teacher encourages students to learn how to learn by providing lesson
activities or related discussions. Students are provided opportunities to search
for information, develop questioning skills, or use several sources of
information to draw conclusions. For example, in a government class studying
city government, the teacher may have an activity where the students use
articles from periodicals, internet sources, and books to develop models of
different city operations (e.g., governing through council, mayoral vs. city
manager approaches).
9. Varies roles in instructional process
The teacher plays different roles within selected instructional strategies:
presenter/explainer, facilitator/helper, coach, participant, etc.
Indicator B3. Uses Principles of Effective Teaching
1. Orients students to lesson
The effective teacher provides a clear description of the learning task. The
teacher may orient students to the lesson in several ways, such as securing
students’ attention, stating the purpose or objectives of the lesson, identifying
content/skills to be mastered, and relating the lesson to previous/future lessons
and to life experiences.
2. Relates lesson to objectives/emphasizes main idea
The teacher relates the content of the lesson to the objectives. He/she also
involves students in accomplishing the lesson objectives. Lesson activities are
congruent with the objectives.
3. Sequences lesson
The teacher orders the lesson by giving directions for independent tasks as
they should occur. When more than one task is to be completed, methods to
be used or directions for accomplishing multiple tasks are presented in
sequence.
4. Establishes relationships
The teacher helps students relate previously learned concepts, principles, or
skills to new ones contained in the current lesson. The teacher may point out
logical connections, relationships of facts, concepts, and skills to one another
by showing similarities and/or contrasts, cause and effect, or whole/part
relationships.
5. Adjusts lesson, when appropriate
Through monitoring students, the teacher is aware of the need to adjust pacing,
to present content that is easier or more challenging, or to use different
materials or resources.
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6. Provides guided practice
The teacher provides teacher-led practice for the concepts and skills in the
lesson. The practice is supervised and directed by the teacher, who also
controls the pace of the lesson activity. The teacher provides immediate
and frequent feedback to assess student understanding and to determine
readiness to proceed to independent practice.
7. Provides independent practice
The teacher provides opportunities for students to engage in independent
work, either as homework or in class activities. The teacher may provide
practice for individuals or groups and may ask questions and provide
explanations during the independent activities. Homework can be considered
independent practice.
8. Provides review/summarization
The teacher may provide review at the beginning, middle, or end of a
lesson, learning activity, or transition to a new aspect of the lesson. Review
could also occur when summarizing or asking students to summarize or restate
the current lesson or previous learning. The summary may include how
students can continue their learning outside the classroom or a link may be
made between the activities of the lesson and future or past lessons.
Responding to a student question by reiterating previous work is not
considered review. Nor are listing activities or discussion of what
students have done previously considered a review. Review differs from
re-teaching in that review is merely summarizing, clarifying, or
highlighting previously learned material, while re-teaching is presenting
content again in a step-by-step fashion using the same or different
methods. Re-teaching and not review is based on a lack of understanding.
9. Uses variety of resources/materials and technology
The effective teacher chooses resources appropriate to the content of the
lesson as well as to the varying individual needs of students. For example,
providing the same materials for all students would not be as appropriate as
providing materials relevant to the particular advanced abilities or remedial
needs of specific students. Some students have more experience with
technology such as computers and others need beginning instruction. Look for
a match among content, materials, and students.
10. Uses multiple representations and explanations
The teacher uses a multisensory approach (hands-on, experience, experiments,
charts, diagrams, real life situations) in developing the elements of the lesson.
11. Promotes higher-order thinking
A teacher may stimulate higher-order thinking in students through
questioning. The teacher may ask a student to compare or contrast two or
more things or concepts. The teacher may ask students to apply cognitive
skills of application, analysis, synthesis, or evaluation through discussion or
questioning.
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Indicator C1. Maintains an Environment and Climate Conducive to Learning
1. Establishes time lines for completion
The teacher tells students when their projects, activities, or homework
assignments are due. The teacher also holds students accountable for meeting
those time lines.
2. Establishes standards
Through discussion or teacher action, the teacher establishes or develops new
standards with students. For example, a teacher may tell the class, “I expect
you to check your papers for grammatical and spelling errors before you
turn them in. Don’t forget to check for typos, also.”
3. Holds students accountable/encourages quality
The teacher encourages responsibility among students for the work that they
do. For example, a teacher may say, “Don’t forget that I expect all of you to
work together by each one contributing to the completion of the project and
not letting just a few do all the work.”
4. Indicates confidence
The teacher promotes confidence that all students can learn or that they have
the ability to complete or master the task at hand. A teacher may indicate
confidence by saying, “During yesterday’s lesson, you discovered three
different ways to solve the word problems. I’ll bet that you can find another
one today.”
5. Displays verbal/nonverbal enthusiasm
The teacher expresses interest and enthusiasm about the lesson or activity
through positive comments, gestures, or facial expressions. The teacher may
also provide humor during discussions or activities.
6. Uses positive verbal language/nonverbal cues
The teacher uses positive verbal language through comments or statements.
Specific comments such as “your work shows that you’ve done a lot of good
research and preparation” or “you’ve made a positive contribution to the
whole class with the completion of your project” instill in students the feeling
that their work is accepted and appreciated. Nonverbal cues include such
things as facial expressions, gesturing, or being in close proximity to students.
Touching can also be a positive nonverbal cue when used appropriately. Be
aware that some expressions may not be interpreted the same for various
cultures and backgrounds. For example, touching students may not always be
positive in some cultures (e.g., Indo Chinese cultures).
7. Demonstrates respect
The teacher shows consideration and demonstrates respect for each student by
recognizing the diversity in students and their need for individual recognition
and appreciation.
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8. Lack of ridicule/sarcasm/personal criticism
The teacher does not ridicule students. The teacher avoids rudeness and
sarcastic remarks such as, “When are you going to stop acting like a baby?”
9. Accommodates variety of activities
The teacher should arrange the room to accommodate both large and small
group activities and provide for unobstructed physical movement within the
area.
10. Maintains attractive environment
The teacher maintains an attractive room that promotes learning. She/he
arranges attractive bulletin boards, learning centers, displays, and color to
enhance the classroom environment.
Indicator C2. Maximizes Time Available for Instruction
1. Begins promptly
The teacher wastes no time in beginning the lesson. By beginning the
lesson immediately, the teacher solicits on-task behavior from students.
Students who begin promptly to engage in appropriate learning activities
perform better during the lesson.
2. Minimizes loss of instructional time
The teacher avoids loss of time by developing and using procedures that
minimize time spent in performing nonacademic tasks. Activities and
materials for the lesson have been planned and are ready for teacher and
student use.
3. Establishes routines
The effective teacher has established procedures to avoid wasted time by
having routines for such things as checking the class roll, moving about the
classroom, turning in assignments, and distributing materials. The teacher also
provides smooth transitions between activities.
4. Discourages/redirects digressions
During the lesson, the teacher monitors to ensure that student attention is not
diverted from the activities or focus of the lesson. The teacher quickly handles
situations that would cause students to focus their attention elsewhere. The
teacher also discourages digressions through monitoring activities.
5. Minimizes teacher digressions
The effective teacher avoids digression from the lesson. Digression occurs
when a teacher discusses events or situations that are unrelated to the
lesson. For example, discussion of a recent sporting event or movie unrelated
to the lesson would be considered a digression.
6. Minimizes student down time
The effective teacher provides students with appropriate, meaningful, and
sufficient activities to be completed in the allotted time. Appropriate activities
44
are also planned for students who finish their work early. Students who have
difficulty are provided relevant, secondary activities to assist them.
7. Handles interruptions
The teacher handles interruptions quickly and efficiently to avoid any waste of
class time. Often interruptions cannot be avoided and the teacher provides
activities for students until he/she can handle the situation and get back to the
lesson.
Indicator C3. Manages Student Behavior to Provide Productive Learning Opportunities for
All
1. Emphasizes and monitors rules/procedures
The effective teacher ensures that students are aware of the rules and
guidelines for their behavior. Often, students have input into making the rules
and guidelines. Students need to be reminded of behavioral expectations
throughout the year. A teacher comment such as, “Thank you for
remembering to put your chairs back in place quietly” can be effective.
2. Keeps students on task
The effective teacher avoids behavioral problems with students by keeping
them on task. Students are made aware of the objectives of the lesson and of
the activities to be completed within a certain amount of time. Teacher
monitoring helps to ensure that students are focused.
3. Anticipates and intervenes
A teacher may use student names or close proximity to prevent potential
student behavior problems. The teacher is aware of the potential for
misbehavior and focuses on any problem areas.
4. Uses verbal/nonverbal actions
The teacher chooses the technique that will cause the least disruption to
the class. At times, eye contact or close proximity to a student who
misbehaves may be more effective than telling the student to be quiet and
complete the work, thereby disrupting the whole class.
5. Uses reasonable sanctions
When disciplining students, the effective teacher uses the least disruptive
technique. Moving a student to another area in the room or speaking directly
to a child who misbehaves may be more effective than making an issue of the
behavior for the entire class.
6. Rewards appropriate behavior
The teacher shows appreciation when students behave appropriately by
rewarding that behavior. The teacher may give stickers or extra time on a
favored activity, such as computer time, for students who behave well.
7. Treats students fairly and equitably
The teacher ensures that rules of conduct are applied to all students in a fair
and reasonable manner.
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Indicator D1. Plans and Implements Systematic Assessments
1. Monitors student learning and activities
The teacher monitors students to check for understanding of the content or
material presented. The teacher may also check to determine if students
understand how to perform an assigned task. The teacher may observe
students, circulate through the class, or move closer to a particular student to
check for accuracy or understanding.
2. Provides feedback
Effective teachers provide feedback to students by recognizing their
contributions/participation, by affirming correct responses, by praising specific
learning behaviors, by providing specific corrective information, and by
making specific recommendations for improvement. Feedback can occur
immediately to student responses or by reporting on tests or homework
results. Feedback assumes that a student has reacted or responded in some
way or has initiated a question or comment.
3. Re-teaches when necessary
Once the teacher has determined misunderstanding of the lesson or concept,
he/she redirects the lesson through the use of different activities or
materials that focus on the same concepts or skills.
Indicator E1. Speaks Clearly, Correctly, Coherently
1. Adjusts rate, volume, pitch
The teacher, in response to a student request or in recognition of the need to
change, speeds up or slows down his/her rate of speaking to accommodate
students. He/she also makes adjustments to volume by speaking louder or
softer in response to a student request or in recognition of the need to change
voice level for the purpose of stressing a point. The teacher uses inflections
in recognition of the need to change voice intonation for the purpose of
stressing a point.
2. Speaks fluently/uses correct pronunciations
The teacher avoids excessive use of repetition of words or ideas. He/she
should also avoid the use of “uhs,” “ahs,” “you know” and vague words or
terms. The teacher consistently speaks distinctly and avoids mumbling or
slurring of words.
3. Organizes presentation
The teacher gives evidence of having organized the presentation of the
lesson by avoiding gaps in the presentation or periods when he/she appears to
search for the next point or statement.
46
Indicator E2. Writes Clearly, Correctly, Coherently
1. Uses correct grammar/mechanics/spelling
Written communication displayed in the classroom or used in response to
student work exhibits the use of correct grammar. The teacher displays
correct spelling in written communication.
2. Writes legibly
Students can interpret the teacher’s writing without difficulty.
3. Organizes information
The teacher’s written communication reflects a systematic arrangement of
the content presented. The information is organized to promote student
learning.
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48
DOCUMENT/ARTIFACT REVIEW
The purpose of the document/artifact review is to examine various artifacts and information
provided by the teacher. There is no specific form of packaging required for submitting the
documents (binder, file folder). However, there are organizational requirements for the teacher to
follow in the presentation and written explanations or rationales of the documents/artifacts he/she
provides as evidence.
1. The document entries must be easily identifiable—name of teacher, date submitted.
2. Entries must be organized around the standard and indicator for which they have been
submitted.
3. A completed Mississippi Teacher Document/Artifact Entry Form specific to the
standard and indicator must accompany every entry. It must be handwritten.
4. Teachers who did not teach the previous school year are exempt from submitting
artifacts.
Teachers will not be provided feedback on the document/artifacts until the appraisal
conference.
Types of Evidence
The document/artifact evidence is not what the teacher plans to do, but what he/she has
already done. Thus, the teacher is not to create documents/artifacts, but to present existing
materials or evidence that is not obtained from the other data collection instruments. Much of the
evidence provided by the teacher will probably be in document (print) form. However, computer
disks, videotapes, or audiotapes are acceptable. Examples of artifacts that could be used for
entries include: letters/memoranda, reports, plans, materials prepared for students, parents, or
others, videotapes of faculty training sessions, training agendas, analyses of test data (paper or
computer disk), feedback reports, and the like.
The type of document/artifact used for each entry should address the specific standard and
indicator. For example, the entry for Standard D, Indicator D4: Produces Evidence of Student
Academic Growth should contain a document/artifact that shows student gains in achievement
or knowledge as a result of the teacher’s intervention. This growth most likely would be
specific to a unit of instruction that was taught. It should be noted that, for some students, growth
might be in small amounts. For certain special-needs students, measurable growth in life skills
may be appropriate evidence.
49
Mississippi Teacher Document/Artifact Entry Form
Each document/artifact entry must be accompanied by a completed Mississippi Teacher
Document/Artifact Entry Form specific to the standard and indicator being addressed. The form
serves four purposes:
1. Description – identifies the entry by title or some designation that can be used for
future reference by both the evaluator and the teacher.
The description is to be concise and complete. If a document or tape is being
submitted as evidence, but only a portion applies, the description prepared for the
indicator should specify exactly what portion of the entry is to be reviewed.
2. Explanation – briefly explains what the entry is about.
In this section, the specific items to be reviewed are to be explained. If
appropriate, the explanation should include how the specific document/artifact was
used.
3. Relevancy – provides the evaluator with the teacher’s thoughts about the entry’s
contributions to the standard and indicator addressed. Remember that no entry
is self-explanatory. The entry form must clearly explain the relevance of the
whole or specific parts of the entry as evidence of the teacher’s performance in the
standard and indicator.
In this section, the teacher should explain why a particular document/artifact
demonstrates his/her performance in the standard and indicator. For
example, the teacher may begin his/her explanation for the first entry by stating,
“This entry demonstrates my knowledge/skill in and ability to bring about student
academic growth because …” The teacher should provide details on how the
document/artifact included for this entry is relevant to the standard and indicator.
Further, it is important that the document/artifact be directly linked to the teacher.
It should not be something developed by others without the teacher’s leadership
and active involvement.
4. Application/Follow-up – describes follow-up or changes made by the teacher.
In this section, the teacher should explain any follow-up actions taken. For
example, for the first entry, the teacher may indicate that he/she re-taught the
concepts and skills to students who scored low or who did not meet the objectives.
For the second entry, the teacher might provide an agenda or something related to
a workshop he/she attended. Then the teacher might describe what was done
differently in the classroom or what things were applied to his/her instruction as a
result of what was learned in the workshop.
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MISSISSIPPI TEACHER DOCUMENT/ARTIFACT ENTRY FORM
(THIS FORM MUST BE HANDWRITTEN AND NOT TYPED.)
Teacher:__________________ School_______________ Date of Submission: __________
Check indicator you will address on this form and attach appropriate artifacts/ documents.
 Indicator D4: Demonstrates academic growth
 Indicator F1, Artifact 1: Demonstrates that the teacher regularly engages in professional development
activities that can improve his/her instruction and improve curriculum
available to students
 Indicator F1, Artifact 2: Demonstrates that the teacher uses ideas from books, professional journals,
professional organizations, and technological resources to improve instruction and learning.
 Indicator F2: Demonstrates that the teacher takes a role in improving the school, carrying out school
improvement plan, etc.
1.
Description (e.g. test results, letter from parent, newspaper article, video tape) and
Explanation of Content (What is the content of the entry and who were the intended
audiences?):
2.
Relevancy to Indicator (State how the content of the entry relates to the indicator checked
above. State why the entry is valuable evidence of your performance in this indicator. Please
be specific and attach additional pages, if needed.):
3.
Application/Follow-up (Explain how the student data, professional development activity, or
school-improvement activity benefited students, your instruction, or the school. Attach
additional page if needed.):
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Guidelines for Document Entries




Composing entire notebooks, etc. is neither necessary, nor desirable. Only one entry
is to be submitted for each artifact. This does not imply the use of only one piece of
paper. For example, to show continuous professional development (Standard F,
Indicator F1), one sheet of paper would probably not suffice.
Entries must be current. Acceptable dates are defined under each individual indicator
below.
Although the entry form must be handwritten, the artifacts/documents may be typed or
handwritten. All are to be legible.
All of the artifacts must include accompanying documentation or explanation of
follow-up and/or application in the classroom of knowledge and skills gained by
the teacher.
Guidelines for Individual Artifacts
Standard D, Indicator D4: Produces Evidence of Student Academic Growth Under
His/Her Instruction
Artifact 1: Document/artifact that demonstrates student academic growth

This entry should be from the current school year or last school year.

This entry should include documents that show that the teacher’s instruction produced
academic growth in his/her students. The documents should also demonstrate the
teacher’s ability to measure, analyze growth, and use the results. An example would be
an analysis of pre- and post-test results for a specific unit or objective.
Standard F, Indicator F1: Engages in Continuous Professional Development
Artifact 1: Document/artifact demonstrating that the teacher regularly engages in professional
development activities that can improve his/her instruction and improve curriculum
available to students.

This entry may include documents/artifacts from this school year and the last two
school years. Documents older than that will not be considered.

Acceptable documents/artifacts include, but are not limited to:
o -CEU certificates or certificates of attendance
o -Proof of enrollment/grades of college courses relevant to areas of teacher’s
instruction
o -E-learning courses through MDE –documentation of completion or enrollment
o -Sign-in sheets and agendas from district or school professional development
o -Proof of attendance at conventions, conferences, etc.
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Standard F, Indicator F1: Engages in Continuous Professional Development
Artifact 2: Document/artifact demonstrating that the teacher uses ideas from books, professional
journals, professional organizations, and technological resources to improve instruction
and learning

This entry should be from this school year or last school year.
Standard F, Indicator F2: Takes an Active Role in School Improvement
Artifact 1: Document/artifact demonstrating that the teacher takes a role in improving the school,
carrying out school improvement plan, etc.

This entry should be from this school year or last school year.

Document/artifact used here might demonstrate roles such as identifying and assisting
in removing barriers to student learning; initiating activities and projects in the
classroom and school that are consistent with the school improvement plan; and
working collaboratively with administrators, faculty, and staff to implement school
improvement.
Standard E, Indicator E2: Writes clearly, correctly, and coherently
There is no artifact submitted for this indicator. The score for this indicator will be based on the
teacher’s written communication skills as demonstrated in all the entries submitted.
Steps for Evaluating the Artifacts:
Two evaluators score the documents/artifacts, and they will do so independently. After both
evaluators have recorded their scores and rationales on the rubrics, they meet together and come to
a consensus. There is a form in the primary evaluator’s packet for the purpose of recording the
consensus score and rationales.
Each evaluator:
1) Reads each rubric and reviews the teacher’s entry form and documents/artifacts.
2) Decides which score best fits the teacher’s entry. There is no need to start at 1 or 4.
3) Writes a rationale that specifically indicates why that score was awarded.
Remember:
 If material is presented without an entry form, it is not considered.
 If more than one entry is provided for an indicator, the second one is not considered.
 The teacher is allowed to hand in more than one item to address the indicator, but all
the items should be addressed in the one entry form. For example, to show continuous
professional development, the teacher may hand in several certificates of completion,
53




sign-in sheets, etc. along with documentation of how the information was used in her
classroom to the benefit of the students. The teacher should indicate the relevancy of
all included documents on the one entry form for that document. If the teacher does
not do so, the documents should be ignored.
If there is no entry for an indicator, the score is 1. The rationale would be “No entry
was provided for this indicator.”
The entry form explains the artifacts. It is not up to the evaluator to guess why the
teacher provided the documents and what they mean.
Refer to the “Guidelines for Document Entry” and other information provided in the
prior sections.
Please see the team leaders if there are questions. Do not consult with the other
evaluator until the evaluation has been independently completed.
54
MISSISSIPPI TEACHER APPRAISAL SYSTEM DOCUMENT/ARTIFACT SCORING RUBRIC
Standard D. An effective teacher demonstrates knowledge and skill in assessing and facilitating student learning.
PERFORMANCE LEVELS
INDICATOR
D4. Provides
Evidence of
Student Academic
Growth
RATING
4
Exemplary
3
Meets Standard
2
Needs Improvement
1
Unsatisfactory
The evidence indicates
The evidence indicates
The evidence indicates
The evidence indicates
1
 that the teacher’s instruction
produced learning
(accomplishment of stated
objectives and/or
substantive learning gains)
for all or most students for
whom data were presented.
 that the teacher has
understanding of how to
compile and analyze student
data to identify strengths
and weaknesses.
 how the student data have
been used to guide
instruction and revise
curriculum.



2
that the teacher’s
instruction produced
learning
(accomplishment of
objectives and/or
substantive learning
gains) for the majority
(more than half) of
students for whom data
were presented.
 that the teacher knows
how to compile and
analyze student data to
identify strengths and
weaknesses.
 how the student data
have been used to guide
instruction or revise
curriculum.


that the teacher’s
instruction produced
learning
(accomplishment of
objectives and/or
substantive learning
gains) for fewer than
half the students for
whom data were
submitted.
that the teacher appears
to have some
understanding of how to
compile and analyze
student data.
that the teacher has
attempted to use student
data to guide
instruction.
RATIONALE FOR SCORE: MUST BE PROVIDED. FOR ADDITIONAL SPACE, USE THE BACK OF THIS PAGE.
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

that the teacher’s
instruction produced
learning
(accomplishment of
objectives and/or
substantive learning
gains) for few or none
of the students for
whom data were
submitted.
that teacher appears to
have little or no
understanding of how
to compile and
analyze student data..
that the teacher has
made little or no effort
to use data to guide
instruction.
3
4
MISSISSIPPI TEACHER APPRAISAL SYSTEM DOCUMENT/ARTIFACT SCORING RUBRIC
Standard E. An effective teacher communicates effectively with students, peers, and parents/guardians.
PERFORMANCE LEVELS
RATING
INDICATOR
E2. Writes
clearly,
correctly, and
coherently
4
Exemplary
3
Meets Standard
2
Needs Improvement
1
Unsatisfactory
The documentation exhibits
The documentation exhibits
The documentation exhibits
The documentation exhibits







excellent written
communication skills on
the part of the teacher,
i.e., construction,
grammar, spelling,
punctuation,
capitalization, clarity,
vocabulary, etc.
no errors.
extraordinary fluency and
articulation.
information organized
and presented logically.



adequate, but not
outstanding written
communication skills on the
part of the teacher, i.e.,
construction, grammar,
spelling, punctuation,
capitalization, clarity,
vocabulary, etc.
no patterns of errors.
adequate fluency and
articulation.
information organized and
presented logically.



some inadequacies on
the part of the teacher’s
written communication
skills, i.e., construction,
grammar, spelling,
punctuation,
capitalization, clarity,
vocabulary, etc.
a few patterns of errors
(1-2).
some problems with
fluency. and articulation
problems concerning
the organization and
logical presentation of
the information.
RATIONALE FOR SCORE: MUST BE PROVIDED. FOR ADDITIONAL SPACE, USE THE BACK OF THIS PAGE.
56



multiple inadequacies on the
part of the teacher’s written
communication skills, i.e.,
construction, grammar,
spelling, punctuation,
capitalization, clarity,
vocabulary, etc.
multiple patterns of errors
(e.g., construction,
grammar, capitalization,
word usage).
multiple problems in
fluency and articulation.
multiple problems.
concerning the organization
and logical presentation of
the information.
1
2
3
4
MISSISSIPPI TEACHER APPRAISAL SYSTEM DOCUMENT/ARTIFACT SCORING RUBRIC
Standard F. An effective teacher is committed to continual professional growth and school improvement.
PERFORMANCE LEVELS
Indicator
F1. Engages in
Continuous
Professional
Development
.
4
Exemplary
3
Meets Standard
2
Needs Improvement
1
Unsatisfactory
The evidence indicates that
continuous, targeted professional
development is a goal of the
teacher. He/she has
 participated in professional
development activities beyond
those required by the school,
school system or state and
targeted at least one weak area
of instruction or curriculum for
improvement.
 employed several relevant
activities and strategies from
one or more sources (courses,
workshops, on-line search,
journal review, books, peer
observations) for learning new
knowledge and skills in the
area(s) targeted.
 demonstrated application of
knowledge and skills in more
than one area in the classroom.
 provided multiple benefits to
students, instruction, or the
school as a result of
participation in professional
development activities.
The evidence indicates that
professional development is a
priority for the teacher. He/she
has
 participated in
professional development
activities beyond those
required by the school,
school system or state.
 identified useful idea(s)
relevant to curriculum
and instruction from at
least one source.
 demonstrated application
of knowledge and skills in
the classroom.
 provided several benefits
to students, instruction, or
the school as a result of
participation in
professional development
activities.
The evidence indicates that
professional development is
not a high priority of the
teacher. He/she has
 participated only in
professional
development activities
required by the school,
school system, or state.
 identified idea(s) with
minimal relevancy to
curriculum and
instruction from at least
one source.
 demonstrated only
limited application of
knowledge and skills
gained,
 provided limited
benefits to students,
instruction, or the
school as a result of
participation in
professional
development activities.
The evidence indicates that
the teacher’s professional
development is either not
evident or is minimal.
He/she has
 participated in a
minimal number of
required professional
development activities.
 identified no ideas
relevant to curriculum
or instruction.
 demonstrated little or
no application of
knowledge and skills
gained.
 provided little or no
benefits to students,
instruction, or the
school as a result of
participation in
professional
development activities.
RATIONALE FOR SCORE: MUST BE PROVIDED. FOR ADDITIONAL SPACE, USE THE BACK OF THIS PAGE.
57
RATING
1
2
3
4
MISSISSIPPI TEACHER APPRAISAL SYSTEM DOCUMENT/ARTIFACT SCORING RUBRIC
Standard F. An effective teacher is committed to continual professional growth and school improvement.
PERFORMANCE LEVELS
INDICATOR
F2. Takes an Active Role
in School Improvement
RATING
4
Exemplary
3
Meets Standard
2
Needs Improvement
1
Unsatisfactory
The evidence shows
 that the teacher has
taken an active,
leadership role in
carrying out school
improvement plans
through collaboration
with others (e.g.,
colleagues in the
building, parents, the
community).
 initiation of numerous
activities in the
classroom and/or
school to facilitate
improvement.
The evidence shows
 that the teacher has
taken an active role in
carrying out school
improvement plans
through collaboration
with others (e.g.,
colleagues in the
building, parents, the
community).
 initiation of some
activities in the
classroom and/or school
to facilitate
improvement.
The evidence shows
 that the teacher has
done what he/she was
asked to do on behalf
of school
improvement, but
there is little evidence
of collaboration with
colleagues.
 The evidence showed
minimal initiation of
activities in the
classroom and/or
school to facilitate
improvement.
The evidence does not
show
 that the teacher
has taken an
active,
collaborative, and
initiating role in
school
improvement.
 that the teacher
initiated activities
in the classroom
and/or school to
facilitate
improvement.
RATIONALE FOR SCORE: MUST BE PROVIDED. FOR ADDITIONAL SPACE, USE THE BACK OF THIS PAGE.
58
1
2
3
4
MISSISSIPPI TEACHER APPRAISAL REPORT
Introduction
The Mississippi Teacher Appraisal Report is the instrument that summarizes performance across
all standards and indicator areas of the appraisal. The report serves as the cumulative evaluation
record by providing the final results of the appraisal process.
The appraisal report is composed of five documents:
1) Mississippi Teacher Appraisal Report – cover sheet
This cover sheet provides the teacher an explanation of the other
report documents the teacher will receive.
2) Part A: Scores and Rationales
On this form, the indicator scores from the interview,
document/artifact review, and observations are developed into a
single score for each standard with a rationale given for each score.
3) Part B: Strengths, Weaknesses, Comments and Signatures
Part B provides the teacher a summary of strengths and
weaknesses. Both the teacher and the evaluator may make
comments about the appraisal or the conference on this form. The
evaluator and the teacher sign the form to indicate that the
conference was held.
4) Performance Level
The standard scores are reported and averaged on this form to give
a final score. The cut-score for teachers is 3.0. Pass/fail is also
indicated.
5) Teacher Performance Standards Checklist
All indicators and definition items deemed to be in need of
improvement are checked on this form. Any teacher failing to
make the cut-score of 3.0 is to use this form, along with Part A:
Scores and Rationales, to write his/her individual improvement
plan.
59
Completing the Mississippi Teacher Appraisal Report By Hand

Part A: Scores and Rationales
1) Complete the demographic information on the form.
2) Transfer scores from the identified instruments to the appropriate open cells on
the report.
 The left side of the form lists all of the standards and indicators
and the right side lists the various instruments/data sources used in
the appraisal. The darkened cells indicate that no scores are
available from the instruments listed. For example, a review of the
report reveals that Indicator A2, displays an open cell under only
two of the columns. Therefore, the only scores that should be
available for transfer are the observation scores and a score from
the interview.

The observation score is an average of the observation scores.
Scores from observation 1, 2, and 3 (if conducted) are to be
entered in the boxes to the left of the box in the observation
column. For example, the score for observation 1 is to be entered
in the small box labeled Ob1. The score for observation 2 is to be
entered in the small box labeled Ob2. If there is a 3rd observation,
the score is to be entered under Ob3. If the observations were
scored a 2 and a 3, the average (2.5) would be entered in the box
in the OB (observation) column. If three observations were scored
2, 2, and 3, the average would be 2.3. This is the only place in
the appraisal process that averaging is used.
3) Use pattern scoring to develop a score for the standard. The evaluator reviews
the indicator scores and rationales on identified instruments to develop a score for
the standard.
 The evaluator asks two questions when reviewing the indicator
scores:
1. What is the pattern of performance in this standard as
suggested by the indicator scores?
2. Are there exceedingly strong or weak indicators? If so,
what do the rationales for those scores suggest about
their importance to the overall scoring of the standard?
Note: Responding to these questions requires a review of
the rationales in the various instruments.

Once a score for the standard has been determined, the evaluator
enters it in the space marked "Standard ‘X’ Score" at the bottom
of the indicator listings.
60
4) Provide a rationale for each standard area score.

The rationale is specific, obtained from the instruments in the
appraisal process, and clearly indicates to the teacher the reasons
or justification for the assigned scores on the report. The back of
the form is to be used if more room is needed.

A rationale is to be written for each standard even if all
indicators were scored a 3. The rationale should give clear
evidence or justification for the indicator scores.
 Important questions the evaluator asks when completing the
rationale on the report are:
1. If the appraisal record is reviewed by an objective
person, will a clear, consistent, and fair picture of the
teacher’s performance emerge?
2. Will the reasons for assigned scores be consistent
among standard and indicator scores, the various
instruments used in the process, and the documents
provided?
5) The final handwritten copy of this form should be signed by the evaluator
and will be put into the MDE files. The teacher will receive a copy of Form A
in an envelope on the last day of the site visit.

Part B: Strengths, Weaknesses, Comments and Signatures
1) Complete the demographic information.
2) Provide a summary of the teacher’s strengths and weaknesses in the space
provided. It is to be consistent with Part A and the Teacher Performance
Standards Checklist.
3) The evaluator and teacher may use the comment section to make comments
concerning the appraisal or the conference.
4) Both the evaluator and the teacher sign and date the form, using blue ink, to
acknowledge that the conference was held.
5) This form is taken into the appraisal conference. A copy may be left with the
teacher. The original with the signatures in blue is to be put into the MDE files.

Performance Level
1) Complete the demographic information.
2) Transfer the standard scores from Part A to this form. The scores are added and
averaged by dividing the total by the number of standards evaluated. The score is
rounded to the nearest tenth.
3) Write Yes or No* in the box to indicate pass or fail. The cut-score for the
teacher is 3.0.
4) A copy of this form will be put in an envelope to be given to the teacher at the
end of the site visit. The original will be put into the MDE files.
61

Teacher Performance Standards Checklist
1) Complete this form for all teachers who scored a 1 or 2 on any indicator.
2) Complete the demographic information.
3) Put a checkmark next to any indicator scored a 1 or 2. Even if the standard score
was a 3, any indicator scored a 1 or 2 within that standard must be checked. For
example, if Standard A was scored a 3, based on an interview score of 2 for
Indicator A1, and an interview score of 3 and observation score of 3 for A2, then
A1 would be checked on the checklist, but Indicator A2 would not.
4) Under each indicator checked, definition items determined in need of
improvement by the evaluation instruments, are also to be checked. Applicable
appraisal instruments are to be used as a reference.
5) Keep in mind that the teacher will use the Teacher Performance Standards
Checklist, along with Part A: Scores and Rationales, to write his/her
improvement plan.
Completing the Mississippi Teacher Appraisal Report with Computer Assistance
Some evaluation teams use the computer to assist in completion of the appraisal documents.
Many of the steps are the same. The differences are outlined as follows:
 As soon as the evaluator completes each instrument (observation, interview, document
consensus form), he/she hands it in to the team leaders. They enter the scores on to the
appraisal Part A template.
 The team leaders will enter identifying documentation (name, school, etc.) on Part A.
This information is automatically transferred to Part B , the Performance Level form and
the Teacher Performance Standards Checklist
 The computer automatically enters the averaged observation score.
 Once all scores have been entered, the team leader provides the evaluator a copy of Part
A: Scores and Rationales with all recorded scores. The evaluator follows the steps for
determining standard scores and writing rationales. Any indicator scoring a 1 or 2 is
written in red in the box Score Rationale. These indicators are to be addressed on the
Teacher Performance Standards Checklist.
 The evaluator then returns the form to the team leader so the standard scores and
rationales can be entered. Since the template will allow for longer rationales through the
size of the font, the evaluator is not limited to the size of the rationale box on the Part A:
Scores and Rationales form.
 The final printed copy of this form should be signed by the evaluator and will be put
into the MDE files along with the handwritten copy.
 The evaluator should also complete the Strengths and Weaknesses section of Part B and
turn it into the team leader.
 Standard Scores and Pass/Fail will automatically be transferred to the Performance Level
form. Also, indicators scored a 1 or 2 will be checked in red on the Teacher Performance
Standards Checklist. Indicators scored a 3 or 4 will be marked “passed.” The evaluator
will need to check definition items that are in need of improvement by hand and return it
to the team leader so a typed copy can be generated.
62
The Appraisal Conference
An appraisal conference should be scheduled with the teacher no later than the last day or two of
the site visit, or earlier at the team leader’s discretion. The conference does NOT have to occur in
the last two days. Two activities occur during this conference:
1) The evaluator discusses the strengths and weaknesses listed on Part B with
the teacher. The focus is on practices and behaviors that generated
identified strengths and areas of need of improvement. All indicators
scored a 1 or 2 should be addressed in the conference. The Teacher
Performance Standards Checklist should be used as a guide for a
meaningful discussion.
2) The evaluator asks for the teacher's insights and comments on the
Comments section of Part B. Both the evaluator and teacher sign and date
the form in blue ink. Signatures of the teacher and evaluator indicate that
the conference was held, not that the teacher is in agreement with the
appraisal.
Notification of Scores and Pass/Fail
At the very end of the site visit, the team leaders or MDE personnel provide the teacher an
envelope containing the Mississippi Teacher Appraisal Report. It includes:
 the cover sheet,
 Part A: Scores, and Rationales,
 the Performance Level form, and
 the Teacher Performance Standards Checklist.
63
THIS PAGE INTENTIONALLY LEFT BLANK
64
MISSISSIPPI TEACHER APPRAISAL REPORT
Part A: Scores and Rationales
Part A of the Mississippi Teacher Appraisal Report is used to provide the teacher a summary of
the results of the interview, observations, and document review. It provides scores for each
indicator area and an overall score for each standard. In addition, rationales for the scores are
provided for each standard. A four-point scale is used:
4 - Exemplary indicates that the teacher’s performance is exemplary in this
position. The teacher almost always exceeds expected standards.
3 - Satisfactory indicates that the teacher’s performance usually meets or exceeds
expected standards. Areas noted can be improved, but current performance is
clearly acceptable.
2 - Needs Improvement indicates that the teacher’s performance is sometimes, but
not always, acceptable in this position. The teacher sometimes meets expected
standards. Improvement activities are necessary to meet standards on a consistent
basis.
1 - Unsatisfactory indicates that the teacher’s performance is not acceptable.
Performance in this position rarely meets standards.
The scores for observations are averaged to provide one indicator score. Two evaluators score
the documents/artifacts individually and then reach a consensus score. The overall score for each
standard is not obtained through averaging, but rather from pattern scoring. The evaluator does a
pattern analysis to determine 1) the pattern of performance in this standard as suggested by the
indicator scores, and 2) if there are exceedingly strong or weak indicators.
Part B and the Appraisal Conference
An appraisal conference is scheduled with one of the evaluators and the teacher. At this
conference, the evaluator focuses the discussion on practices and behaviors that generated
identified strengths and areas in need of improvement. Part B provides a summary of these
strengths and weaknesses. The evaluator and teacher may write comments concerning the
appraisal or the conference in the section provided. Both are to sign and date the form in blue ink
to indicate the conference was held.
Performance Level
On the last day of the site visit, the teacher is given an envelope containing the Mississippi
Teacher Appraisal Report. Scores for all indicators and standards are recorded on Part A: Scores
and Rationales. The standard scores are averaged and rounded to the nearest tenth on the
Performance Level form. A cut-score of 3.0 is required for a teacher to pass.
Indicators and definition items that were scored as areas in need of improvement are checked on
the Teacher Performance Standards Checklist. These areas are to be addressed in an individual
improvement plan if the teacher scores below 3.0. Any teacher required to write an improvement
plan will be given instruction and assistance by school administrators and MDE personnel.
65
Page 1 of 4
MISSISSIPPI TEACHER APPRAISAL REPORT FORM
Part A: Scores and Rationales
Teacher:
Date:
Evaluator:
District:
School:
OB = Classroom Observation IN = Interview
Standard A and Indicators
DOC = Document/Artifact Review
A. Plans Instruction Consistent with State Standards to Facilitate High Levels of
Learning for All Students
A1. Plans units of instruction that are aligned with state standards and curriculum
frameworks
Ob1
Ob2
A.2 Plans instruction to address individual differences
in learners
Score Rationale:
DOC
Ob3
OB = Classroom Observation IN = Interview
DOC = Document/Artifact Review
Delivers Instruction that Facilitates High Levels of Learning for All Students
Ob1
Ob2
Ob3
Ob1
Ob2
Ob3
Ob1
Ob2
Ob3
B1. Demonstrates deep knowledge of content
B2. Actively engages students in the learning process
B3. Uses principles of effective teaching
Score Rationale:
IN
STANDARD A SCORE (1-4):
Standard B and Indicators
B.
OB
STANDARD B SCORE (1-4):
66
OB
IN
DOC
Teacher:
Page 2 of 4
OB = Classroom Observation IN = Interview
Standard C and Indicators
C.
DOC = Document/Artifact Review
Organizes and Manages the Learning Environment and Maintains Student
Behavior that is Conducive to Learning
OB
Ob1
Ob2
Ob3
Ob1
Ob2
Ob3
Ob1
Ob2
Ob3
IN
DOC
C1. Maintains an environment and climate conducive to learning
C2. Maximizes time available for instruction
C3. Manages student behavior to provide productive learning
opportunities for all
Score Rationale:
STANDARD C SCORE (1-4):
OB = Classroom Observation IN = Interview
DOC = Document/Artifact Review
Standard D and Indicators
D.
Demonstrates Knowledge and Skill in Assessing/Facilitating Student
Learning
Ob1
Ob2
OB
Ob3
D1. Plans and implements systematic assessments
D2. Considers state content standards and assessments when planning classroom
assessments
D3. Uses classroom assessment results
D4. Produces evidence of student academic growth under his/her instruction
Score Rationale:
STANDARD D SCORE (1-4):
67
IN
DOC
Teacher:
Page 3 of 4
OB = Classroom Observation IN = Interview
DOC = Document/Artifact Review
Standard E and Indicators
E.
Communicates Effectively With Students, Peers, and Parents/Guardians
OB
Ob1
Ob2
Ob3
Ob1
Ob2
Ob3
IN
DOC
E1. Speaks clearly, correctly, and coherently
E2. Writes clearly, correctly, and coherently
E3. Establishes effective communication processes
Score Rationale:
STANDARD E SCORE (1-4):
OB = Classroom Observation IN = Interview
DOC = Document/Artifact Review
Standard F and Indicators
F.
Committed to Continual Professional Growth and School Improvement
F1. Engages in continuous professional development
F2. Takes an active role in school improvement
Score Rationale:
STANDARD F SCORE (1-4):
68
OB
IN
DOC
Page 4 of 4
MISSISSIPPI TEACHER APPRAISAL REPORT FORM
Part A: Scores and Rationales
Certification and Attestation:
I, ________________________________, a member of the School At-Risk independent
evaluation team assigned to the review of the _________________________ School District,
do hereby certify and attest that the above instrument is a true and correct copy of the
evaluation of ________________________ completed during the review conducted
___________________________.
Date(s) of Evaluation
_______________________________
Evaluator’s Signature
____________________
Date
69
MISSISSIPPI TEACHER APPRAISAL REPORT FORM
Part B: Comments and Signatures
Teacher:
Date:
Evaluator:
School:
Appraisal Areas of Strength and Evaluator Comments:
Appraisal Areas in Need of Improvement and Evaluator Comments:
Teacher Comments:
Evaluator Signature:_________________________________________
Date:
Teacher Signature:__________________________________________
Date:
Teacher's signature indicates this form has been reviewed and a conference has been held. It does not necessarily indicate agreement with the appraisal.
70
MISSISSIPPI TEACHER APPRAISAL SYSTEM
PERFORMANCE LEVEL
Teacher:
Date:
School:
District:
Score
Standard
A
An effective teacher plans instruction consistent with standards to
facilitate high levels of learning for all students.
B
An effective teacher delivers instruction that facilitates high levels of
learning for all students.
C
An effective teacher organizes and manages the learning
environment and maintains student behavior that is conducive
to learning.
D
An effective teacher demonstrates knowledge and skill in assessing
and facilitating student learning.
E
An effective teacher communicates effectively with students, peers,
and parents/guardians.
F
An effective teacher is committed to continual professional growth
and school improvement.
Score Total:
Average Score:
This teacher has met the performance level cut-score:
*Attached is a list of standards, indicators, and definition items that were scored as areas
in need of improvement. Teachers who failed to meet the cut-score must address all checked
items in an Individual Improvement Plan. Instruction and assistance by school administrators
and MDE personnel will be provided
71
MISSISSIPPI TEACHER PERFORMANCE STANDARDS CHECKLIST
Teacher________________________ School_______________________Date_________________
Items checked on this list are those deemed “In Need of Improvement” and are to be addressed
on the teacher’s individual improvement plan. Further information and instruction will be
provided by MDE personnel and/or school personnel.
Standard A. An effective teacher plans instruction consistent with state standards to facilitate high
levels of learning for all students.
 Indicator A1. Plans units of instruction that are aligned with state standards and curriculum
framework
 develops/selects long-range goals and measurable, short-term objectives
consistent with state standards and curriculum frameworks
 selects content that will lead to accomplishment of goals and objectives
 selects instructional resources and activities that will enable students to
accomplish objectives
 maintains records of what has been taught and uses these data in further planning
 Indicator A2. Plans instruction to address individual differences in learners
 identifies individual differences among students within a class (achievement,
ability, interests, motivation, learning styles)
 addresses differences by varying content
 addresses differences by varying materials
 addresses differences by varying questions
 addresses varying learning styles of students
Standard B. An effective teacher delivers instruction that facilitates high levels of learning for
all students
 Indicator B1. Demonstrates deep knowledge of content
 presents accurate and up-to-date information
 presents developmentally appropriate content
 relates content to life experiences
 presents content in logical pattern/sequence
 relates content to other subject areas
 uses relevant examples
 identifies misconceptions/lack of understanding
 presents lesson/content in alternative ways
 responds knowledgeably/accurately to questions
 Indicator B2. Actively engages students in the learning process
 communicates with students at their levels of language and comprehension
 encourages participation
 ensures equitable participation
72









elicits responses
encourages student sharing
uses student ideas/responses
seeks elaboration
refers to other students
engages students in knowledge/hypotheses
varies roles in instructional process
develops/selects activities that require student engagement
stimulates and encourages higher-order thinking at appropriate developmental
levels
 Indicator B3. Uses Principles of Effective Teaching











makes sure that students know what they are doing and why they are doing it
relates lesson to objectives/emphasizes main idea
sequences lesson
establishes relationships
adjusts lesson, when appropriate
provides guided practice
provides independent practice
provides review/summarization
uses variety of resources/materials and technology
uses multiple representations and explanations
promotes higher-order thinking
Standard C. An effective teacher organizes and manages the learning environment and
maintains student behavior that is conducive to learning.
 Indicator C1. Maintains an environment and climate conducive to learning













organizes available space, materials, and equipment to facilitate learning
creates and maintains a colorful, inviting classroom or other environment
accommodates variety of activities
displays acceptance, appreciation, and encouragement of all students
acknowledges and celebrates student successes
establishes time lines for completion of tasks/assignments
establishes standards for academic performance
holds students accountable/encourages quality
indicates confidence
uses verbal/nonverbal enthusiasm
uses positive verbal language/nonverbal cues
demonstrates respect
does not use ridicule/sarcasm/personal criticism
 Indicator C2. Maximizes time available for instruction
 begins promptly
 manages time allotted to activities and adjusts time when necessary
73






minimizes loss of instructional time
establishes routines and transitions and manages them efficiently
discourages/redirects digressions
minimizes teacher digressions
minimizes student down time
handles interruptions
 Indicator C3. Manages student behavior to provide productive learning opportunities
for all
 establishes, emphasizes, and monitors rules/procedures
 monitors the classroom and makes necessary adjustments to prevent undesirable
behavior
 addresses behavior problems when they occur
 keeps students on task
 anticipates and intervenes
 uses verbal/nonverbal actions
 uses reasonable sanctions
 rewards appropriate behavior
 treats students fairly and equitably
Standard D. An effective teacher demonstrates knowledge and skill in assessing and facilitating
student learning.
 Indicator D1. Plans and implements systematic assessments
 develops an assessment plan when planning an instructional unit
 uses a variety of assessment methods, including appropriate pre- and post-assessments
and informal collection of data during instruction
 aligns assessments with unit objectives, content, and instruction
 analyzes results of assessments and uses these results when planning instruction
 monitors student learning and activities
 provides feedback
 re-teaches when necessary
 Indicator D2. Considers state content standards and assessments when planning
classroom assessments
 aligns classroom assessments with state content standards and curriculum
frameworks
 aligns classroom assessments with content and format of state assessments in
appropriate ways
 Indicator D3. Uses classroom assessment results
 uses results to determine student progress and learning
 uses results to improve curriculum and instruction
74
 Indicator D4. Produces evidence of student academic growth under his/her instruction
 provides assessment data and/or student work that show accomplishment of desired
objectives by most students as a result of instruction
 provides assessment data and/or student work that show substantial learning gains by
most, if not all, students as a result of instruction
Standard E. An effective teacher communicates effectively with students, peers, and
parents/guardians.
 Indicator E1. Speaks clearly, correctly, and coherently
 uses standard speech
 pronounces words correctly
 uses vocabulary and style appropriate to level of audience
 speaks fluently without hesitations
 adjusts rate, volume, pitch when necessary
 organizes presentation
 Indicator E2. Writes clearly, correctly, and coherently
 spells words correctly
 uses correct grammar and mechanics
 writes legibly
 uses vocabulary and style appropriate to level of audience
 organizes written information
 Indicator E3. Establishes effective communication processes
 develops and maintains systematic, two-way communication with students,
school personnel, and parents/guardians
 uses a variety of methods to keeps parents/guardians informed of curriculum
focus and instructional activities and progress of students
 provides student assessment results to those who can benefit from them (e.g.,
students, parents, other faculty)
 seeks to involve parents/guardians in their children’s learning and in the school
 demonstrates respect and consideration for all those with whom he/she interacts
Standard F. An effective teacher is committed to continual professional growth and school
improvement.
 Indicator F1. Engages in continuous professional development.
 establishes a systematic program to improve weaker areas of performance
 takes formal coursework to enhance knowledge and skills, if appropriate
 participates in school, system, and state-sponsored professional development
programs
 uses ideas from books, professional journals, professional organizations, and
technological resources to improve instruction and learning
 applies knowledge gained from these experiences to the classroom to the benefit
of students
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 Indicator F2. Takes an active role in school improvement
 identifies and assists in removing barriers to student learning
 initiates activities and projects in the classroom and school that are consistent
with the school improvement plan
 works collaboratively with administrators, faculty, and staff to implement the
school improvement plan
OTHER:
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NOTES
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